Intercultural Collaboration: A Celebration of Commonalties and Differences

  • Bridget Arvold
Chapter
Part of the Mathematics Teacher Education book series (MTEN, volume 1)

Abstract

This reflective account of early collaborative experiences and the evolution of a collaborative relationship with a German mathematics educator documents a broadening of perspectives and presents a professional growth model of intercultural collaboration. Even though my students had benefited, previous collaboration with fellow teachers had failed to provide me with the anticipated sense of satisfaction and fulfilment. Only after my experience with Hans-Georg Weigand did I understand the missing element. Different patterns of collaborative interaction and an outward spiralling through phases of professional growth marked the evolution of our collaborative relationship. Through analysis of fulfilling co-teaching and co-authoring experiences I realised that the sense of fulfilment that accompanies professional growth is crucial to sustainable integrative collaborative relationships.

Keywords

Mathematics Teacher Collaborative Activity Collaborative Relationship Professional Growth Mathematics Teacher Educator 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Arvold, B. (2001). Prozessorientierte Leistungsbewertung. Leistungen bewerten nach den NCTMStandards in den USA. Mathematik lehren, 107, 19–22.Google Scholar
  2. Arvold, B. (1999). Becoming a mathematics teacher educator: Reflections and analysis. In O. Zaslaysky (Ed.), Proceedings of the 23 rd Conference of the International Group for the Psychology of Mathematics Education (vol. 1, p. 261 ). Haifa: Israel Institute of Technology.Google Scholar
  3. Arvold, B. and Cromwell, P. (1995a). Knottedness. Boston: COMAP.Google Scholar
  4. Arvold, B. and Cromwell, P. (1995b). Knottednes: Teacher’s notes. Boston: COMAP.Google Scholar
  5. Belenky, M. F., Clinchy, B. M., Goldberger, N. R. and Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.Google Scholar
  6. Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Clifts, NJ: Prentice Hall.Google Scholar
  7. Brousseau, G. (1984). The central role of the didactical contract in the analysis and construction of situations for teaching and learning mathematics. Actes de le IIIe école d’été de didactiques des mathématiques (pp. 99–108 ). Grenoble: IMAG.Google Scholar
  8. Bruner, J. (1986). Actual minds: Possible worlds. Cambridge, MA: Harvard University Press.Google Scholar
  9. Bryk, A. S., Easton, J. Q., Rollow, S. G. and Sebring, P. A. (1994). The state of Chicago school reform. Phi Delta Kappa 76 (1), 74–78.Google Scholar
  10. Butt, R. L. and Raymond, D. (1989). Studying the nature and development of teachers’ knowledge using collaborative autobiography. International Journal of Educational Research, 13 (4), 403–419.CrossRefGoogle Scholar
  11. Carse, J. P. (1986). Finite and infinite games. New York: Free Press.Google Scholar
  12. Choy, S. P., Bobbitt, S. A., Henke, R. R., Medrich, E. A., Horn, L. J. and Lieberman, J. (1993). America’s teachers: Profile of a profession. Washington, DC: NCES, U.S. Department of Education. Christiansen, H., Goulet, L., Krentz, C. and Maeers, M. (1997). Recreating relationships: Collaboration and educational reform. Albany, NY: State University of New York Press.Google Scholar
  13. Clandinin, D. J., Davies, A., Hogan, P. and Kennard, B. (1993). Learning to teach: Teaching to learn. New York: Teachers College Press.Google Scholar
  14. Clift, R. T. (1990). Teacher education and teaching empowerment for whom? when? Teacher Educator, 27(1), 14–23.Google Scholar
  15. Clift, R. (1994). Conversations with collaborators, colleagues, and friends: Representing others and presenting ourselves. Educational Researcher, 23 (6), 29–31.Google Scholar
  16. Connelly, F. M. and Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and teaching the ways of knowing (pp. 174–198 ). Chicago: The University of Chicago Press.Google Scholar
  17. Connelly, F. M. and Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.Google Scholar
  18. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking and the educative process. Boston: D. C. Heath.Google Scholar
  19. Dewey, J. (1938a). Logic: The theory of inquiry. New York: Henry Holt.Google Scholar
  20. Dewey, J. (1938b). Experience and education. New York: Macmillan.Google Scholar
  21. Elbaz, F. (1981). The teacher’s practical knowledge: Report of a case study. Curriculum Inquiry 11(1), 43–71.Google Scholar
  22. Fullan, M. (1999). Change forces: The sequel. Philadelphia: Falmer Press.Google Scholar
  23. Gadamer, H. G. ( 1975, 1994). Truth and method, 2nd revised edition. New York: Continuum. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Google Scholar
  24. Grouws, D. A. (Ed.). (1992). Handbook of research on mathematics teaching and learning. New York: Macmillan.Google Scholar
  25. Hersh, R. (1986). Some proposals for reviving the philosophy of mathematics. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 9–28 ). Boston: Birkhauser.Google Scholar
  26. Jaworski, B. (1999). What does it mean to promote development in teaching? In O. Zaslaysky (Ed.), Proceedings of the 23 rd Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 185–193 ). Haifa: Israel Institute of Technology.Google Scholar
  27. John-Steiner, V. and Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31 (3/4), 191–206.Google Scholar
  28. Kapuscinski, P. (1997). The collaborative lens: A new look at an old research study. In H. Christiansen, L. Goulet, C. Krentz and M. Maeers (Eds.), Recreating relationships: Collaboration and educational reform (pp. 3–12 ). Albany, NY: State University of New York Press.Google Scholar
  29. Krainer, K. (1999). Promoting reflection and networking as an intervention strategy in professional development programs for mathematics teachers and mathematics teacher educators. In O. Zaslaysky (Ed.), Proceedings of the 23 rd Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 159–68 ). Haifa: Israel Institute of Technology.Google Scholar
  30. Maeers, M. and Robison, L. (1997). Making sense of mathematics within collaborative communities. In H. Christiansen, L. Goulet, C. Krentz and M. Maeers (Eds.), Recreating relationships: Collaboration and educational reform (pp. 153–166 ). Albany NY: State University of New York Press.Google Scholar
  31. Newman, F. and Wehlage, G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools.Google Scholar
  32. Nieto, S. (1996). Affirming diversity. White Plaines, NY: Longman.Google Scholar
  33. Noddings, N. (1992). Professionalization and mathematics teaching. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 197–208 ). New York: Macmillan.Google Scholar
  34. Olson, M. (1997). Collaboration: An epistemological shift. In H. Christiansen, L. Goulet, C. Krentz and M. Maeers (Eds.), Recreating relationships: Collaboration and educational reform (pp. 13–25 ). Albany, NY: State University of New York Press.Google Scholar
  35. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.Google Scholar
  36. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart, and Winston.Google Scholar
  37. Piaget, J. (1970). The science of education and the psychology of the child. New York: Orion Press. Pugach, M. C. and Johnson, L. J. ( 1994 ). Developing reflective practice through structured dialogue. In R.Google Scholar
  38. T. Clift, W. R. Housten and M. C. Pugach (Eds.), Encouraging reflective practice in education (pp. 186–207). New York: Teachers College Press.Google Scholar
  39. Trumball, D. (1990). Evolving conceptions of teaching: Reflections of one teacher. Curriculum Inquiry, 20 (2), 161–182.CrossRefGoogle Scholar
  40. Tzur, R. (1999). Becoming a mathematics teacher-educator: Conceptualizing the terrain through self-reflective analysis. In O. Zaslaysky (Ed.), Proceedings of the 23r d Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 169–184 ). Haifa: Israel Institute of Technology.Google Scholar
  41. van Hiele, P. M. (1986). Structure and insight. Orlando: Academic Press.Google Scholar
  42. Yopp, H. K., Guillaume, A. M., and Savage, T. V. (1993–94). Collaboration at the grass roots: Implementing the professional development school concept. Action in Teacher Education, 15 (4), 2935.Google Scholar
  43. Zaslaysky, O. and Leikin, R. (1999). Interweaving the training of mathematics teacher-educators and the professional development of mathematics teachers. In O. Zaslaysky (Ed.), Proceedings of the 23r d Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 143–158 ). Haifa: Israel Institute of Technology.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2003

Authors and Affiliations

  • Bridget Arvold
    • 1
  1. 1.Faculty of EducationUniversity of IllinoisChampaignUSA

Personalised recommendations