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Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching

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journal contribution
posted on 09.07.2015, 12:23 by Barbara Jaworski, Rongjin Huang
This 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 Education

Volume

46

Issue

2

Pages

173 - 188

Citation

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 Karlsruhe

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

2014

Notes

This article was submitted for publication in the journal ZDM. The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-014-0574-2

ISSN

1863-9690

eISSN

1863-9704

Language

en

Exports