HuangJaworski_ZDM Issue introductory -- FINAL.pdf (180.36 kB)
Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching
journal contribution
posted on 2015-07-09, 12:23 authored by Barbara Jaworski, Rongjin HuangThis paper sets the scene for a special issue of ZDM-The International Journal on Mathematics Education-by tracing key elements of the fields of teacher and didactician/teacher-educator learning related to the development of opportunities for learners of mathematics in classrooms. It starts from the perspective that joint activity of these two groups (teachers and didacticians), in creation of classroom mathematics, leads to learning for both. We trace development through key areas of research, looking at forms of knowledge of teachers and didacticians in mathematics; ways in which teachers or didacticians in mathematics develop their professional knowledge and skill; and the use of theoretical perspectives relating to studying these areas of development. Reflective practice emerges as a principal goal for effective development and is linked to teachers' and didacticians' engagement with inquiry and research. While neither reflection nor inquiry are developmental panaceas, we see collaborative critical inquiry between teachers and didacticians emerging as a significant force for teaching development. We include a summary of the papers of the special issue which offer a state of the art perspective on developmental practice. © 2014 FIZ Karlsruhe.
History
School
- Science
Department
- Mathematics Education Centre
Published in
ZDM - International Journal on Mathematics EducationVolume
46Issue
2Pages
173 - 188Citation
JAWORSKI, B. and HUANG, R., 2014. Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching. ZDM - International Journal on Mathematics Education, 46 (2), pp. 173 - 188.Publisher
Springer / © FIZ KarlsruheVersion
- SMUR (Submitted Manuscript Under Review)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2014Notes
This article was submitted for publication in the journal ZDM. The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-014-0574-2ISSN
1863-9690eISSN
1863-9704Publisher version
Language
- en
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