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The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective

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Abstract

This paper describes certain interactions between the activity of “teaching” and the activity of “researching” in which the teachers participate in a 52-h professional development course aiming to introduce them to research in mathematics education as a tool for inquiry in their teaching. The teachers are involved in different research tasks such as: reading and presenting research papers; analyzing classroom dialogues and tasks; and designing, implementing, and evaluating collaboratively a classroom teaching intervention. From an activity theory (AT) perspective, and in particular Engeström’s (2001) third generation AT, distinguish two activity systems, the activity system of research and the activity system of teaching, to identify links that the participating teachers make. These links indicate the development of an inquiring stance to mathematics teaching and learning as a means of professional learning.

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  1. Department of Mathematics, University of Athens, Athens, Greece

    Despina Potari

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  1. Despina Potari
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Correspondence to Despina Potari.

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Potari, D. The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective. ZDM Mathematics Education 45, 507–519 (2013). https://doi.org/10.1007/s11858-013-0498-2

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