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Developing mathematics teaching through collaborative inquiry

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posted on 21.09.2011, 10:39 by Barbara Jaworski
This chapter addresses theory and practice in a developmental research project in which mathematics teachers and didacticians worked together to develop mathematics teaching. The mathematics teachers were from 8 schools in Norway ranging from lower primary to upper secondary. Didacticians were academics in mathematics education in a university. Both were practitioners in their own areas of practice and in the project both were researchers. The project sought to know more about how mathematics teaching can develop to enhance learning experiences for students in mathematics classrooms. It was called Learning Communities in Mathematics, LCM , and involved teachers and didacticians in inquiry communities exploring together and evaluating possibilities for classrooms and students (Jaworski, Fuglestad, Bjuland, Breiteig, Goodchild & Grevholm, 2007). Over a period of four years, including three phases of school-related activity each of one school year, 14 didacticians (including 5 doctoral students) and 35 teachers were involved in the project.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

JAWORSKI, B., 2009. Developing mathematics teaching through collaborative inquiry. IN: Black, L., Mendick, H. and Solomon, H. (eds.). Mathematical Relationships in Education: Identities and Participation. Oxford: Routledge.

Publisher

© Routledge, Taylor & Francis

Version

AM (Accepted Manuscript)

Publication date

2009

Notes

This book chapter was published in the book Mathematical Relationships in Education Identities and Participation [© Routledge, Taylor & Francis]. The publisher's website is at: http://www.routledge.com/

ISBN

9780415996846

Publisher version

Book series

Routledge Research in Education;

Language

en

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