Abstract
Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students’ mathematical knowledge. As their community of practice matured, however, their work took on a larger meaning as they contributed to the institution’s strategic goal of raising the annual dollar amount of external funding and to the development of their personal and collective identities. This unusual level of inter-departmental collaboration has been recognized by the institution’s highest administrators, who have called upon its members to develop new, collaborative partnerships with regional school districts and community colleges.
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Acknowledgment
The preparation of this article was supported in part by the National Science Foundation under Grant No. 1136222. The authors wish to thank Michael Connell for his thoughtful feedback during the writing process.
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Sack, J., Quander, J., Redl, T. et al. The Community of Practice among Mathematics and Mathematics Education Faculty Members at an Urban Minority Serving Institution in the U.S.. Innov High Educ 41, 167–182 (2016). https://doi.org/10.1007/s10755-015-9340-9
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DOI: https://doi.org/10.1007/s10755-015-9340-9