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Critical alignment in inquiry-based practice in developing mathematics teaching

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journal contribution
posted on 09.07.2015 by Simon Goodchild, Anne Berit Fuglestad, Barbara Jaworski
This paper reports a case study from a mathematics teaching developmental research project. The theoretical foundation for the research comprises communities of inquiry and critical alignment, with which the developmental methodology has a particular synergy. This synergy is the main focus of the paper. The paper elaborates theoretical and methodological antecedents of the project and traces these through a case study of developments in the practices of one upper secondary school team and a group of university didacticians (mathematics teacher educators and researchers) during the first year of the project. The case study reveals that critical alignment and inquiry (necessarily) bring uncertainty and risk, and foster tensions within the teachers' practice and between the practices of teachers and didacticians. In exposing these uncertainties, risks and tensions, the paper points to their value for the learning and knowledge gained by participants. © 2013 Springer Science+Business Media Dordrecht.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational Studies in Mathematics

Volume

84

Issue

3

Pages

393 - 412

Citation

GOODCHILD, S., FUGLESTAD, A.B. and JAWORSKI, B., 2013. Critical alignment in inquiry-based practice in developing mathematics teaching. Educational Studies in Mathematics, 84 (3), pp. 393 - 412.

Publisher

© Springer Science + Business Media

Version

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

2013

Notes

This article was submitted for publication in the journal Educational Studies in Mathematics. The final publication is available at Springer via http://dx.doi.org/10.1007/s10649-013-9489-z

ISSN

0013-1954

eISSN

1573-0816

Language

en

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