Abstract
The study reported here concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting an emerging community of inquiry into mathematics teaching. In the article, the process of the forming of this community is discussed, focusing on the reflective activity developed by its members as well as the tensions and conflicts that emerged in the shaping of an inquiry identity by them. Furthermore, shifts in the mode of participation in the community and thus learning gains of all members are identified, with the teachers gradually developing an awareness of teaching practice in general, and the researchers becoming progressively acquainted with the reflexive relationship between inquiring into teaching practice and teachers’ professional development.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Edwards, T. G., & Hensien, S. M. (1999). Changing instructional practice through action research. Journal of Mathematics Teacher Education, 2, 187–206.
Goodwell, J. E. (2006). Using critical incidents reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9, 221–248.
Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11, 41–60.
Jaworski, B. (2001). Developing mathematics teaching: teachers, teacher educators, and researchers as co-learners. In F.-L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 295–320). Dordrecht, The Netherlands: Kluwer.
Jaworski, B. (2003). Research practice into/influencing mathematics teaching and learning development: Towards a theoretical framework based on co-Learning Partnerships. Educational Studies in Mathematics, 54, 249–282.
Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187–211.
Jaworski, B. (2008). Building and sustaining inquiry communities in mathematics teaching development. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education (pp. 309–330). Rotterdam: Sense Publishers.
Krainer, K. (2006). Editorial. Journal of Mathematics Teacher Education, 9, 213–219.
Krainer, K. (2008). Researchers and their roles in teacher education. Journal of Mathematics Teacher Education, 11, 253–257.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Matos, J. F., Powell, A., & Sztajn, P. (2009). Mathematics teachers’ professional development: Processes of learning in and from practice. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics: the 15th ICMI study (pp. 167–183). New York: Springer.
McGraw, R., Arbaugh, F., Lynch, K., & Brown, C.A. (2003). Mathematics teacher professional development as the development of communities of practice. In N. A. Pateman, B. J. Dougherty & J. T. Zilliox (Eds.), Proceedings of the 27th International Conference for the Psychology of Mathematics Education, (Vol. 3, pp. 269-276). Honolulu: University of Hawaii.
Raymond, A. M., & Leinebah, M. (2000). Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher’s development. Educational Studies in Mathematics, 41, 283–307.
Ruthven, K. (2002). Linking Researching with Teaching: Towards synergy of scholarly and craft Knowledge. In L. D. English (Ed.), Handbook of international research in mathematics education (pp. 581–598). London: Lawrence Erlbaum.
Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Boston, MA: Harvard Business School Press.
Zaslavsky, O., & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7, 5–32.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Potari, D., Sakonidis, H., Chatzigoula, R. et al. Teachers’ and researchers’ collaboration in analysing mathematics teaching: A context for professional reflection and development. J Math Teacher Educ 13, 473–485 (2010). https://doi.org/10.1007/s10857-010-9161-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10857-010-9161-9