Collaborative inquiry in developing mathematics teaching in Norway

This chapter focuses on a developmental research project between teachers from 8 schools and didacticians from a university in the south of Norway. The LCM project (Learning Communities in Mathematics) set out to create communities of inquiry between didacticians and teachers to promote development of mathematics learning and teaching in school classrooms. The chapter has four main sections focusing on Developmental Research, Co-learning in Inquiry Communities, Mathematics for Learning and Teaching, and Development: Collaboration and Learning. These sections deal with the main theoretical perspectives in the project, those of communities of practice and inquiry and of developmental research, along with issues and examples from developmental practice. The final section looks towards a more global perspective on development using an activity theory frame.