Abstract
This article is concerned with tensions that teachers who are studying for a graduate degree in mathematics education experience when conducting a research project. Specifically, we focused on the tensions that emerge in situations where teacher-researchers encounter the mathematical misconceptions and difficulties of their interviewees. The analysis of participants’research reports and reflections revealed that these situations are loaded with tensions between their desire to help their interviewees with mathematics and to collect data for their projects. Based on the modified analytic induction, we explained participants’decision making with situated learning theory. Possible sources of participants’tensions are discussed in terms of their methodological knowledge.
Résumé
Cet article traite des tensions qu’éprouvent les enseignants qui poursuivent leurs études de deuxième ou troisième cycle en didactique des mathématiques lorsqu’ils dirigent un projet de recherche. En particulier, nous centrons notre attention sur les tensions qui émergent dans les situations où les enseignants-chercheurs sont aux prises avec les idées erronées et les difficultés de leurs répondants. Une analyse des rapports de recherche et des considérations révèle que ces situations sont chargées de tensions provenant du désir d’aider les participants en mathématiques et de celui de recueillir des données pour leur projet de recherche. Grâce à l’induction analytique modifiée, nous expliquons le processus de prise de décision des participants au moyen de la théorie de l’apprentissage en situation. Les sources possibles de tensions chez les participants sont analysée en termes de leurs connaissances méthodologiques et de la transposition des connaissances entre l’enseignement et les communautés de recherche pratique.
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Kontorovich, I., Rouleau, A. To Teach or Not to Teach? Teacher-Researchers Cope With Learners’ Misconceptions in Interview Setting. Can J Sci Math Techn 18, 9–20 (2018). https://doi.org/10.1007/s42330-018-0004-5
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DOI: https://doi.org/10.1007/s42330-018-0004-5