Abstract
The didactic triangle links mathematics, teachers and students in a consideration of teaching–learning interactions in mathematics classrooms. This paper focuses on teachers and teaching in the development of fruitful learning experiences for students with mathematics. It recognises primarily that teachers are humans with personal characteristics, subject to a range of influences through the communities of which they are a part, and considers aspects of teachers’ personhood, identity and agency in designing teaching for the benefit of their students. Teaching is seen as a developmental process in which inquiry plays a central role, both in doing mathematics in the classroom and in exploring teaching practice. The teacher-as-inquirer in collaboration with outsider researchers leads to growth of knowledge in teaching through development of identity and agency for both groups. The inclusion of the outsider researcher brings an additional node into the didactic triangle.
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Notes
Teachers’ names here are pseudonyms.
The learning communities in mathematics (LCM) project in Norway in which a team of around 12 didacticians collaborated with up to 30 teachers from 8 schools to promote inquiry in classrooms (see, e.g., Jaworski, 2008).
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Jaworski, B. Mathematics teaching development as a human practice: identifying and drawing the threads. ZDM Mathematics Education 44, 613–625 (2012). https://doi.org/10.1007/s11858-012-0437-7
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DOI: https://doi.org/10.1007/s11858-012-0437-7