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Communities in university mathematics

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journal contribution
posted on 09.07.2015, 10:34 by Irene Biza, Barbara Jaworski, Kirsti Hemmi
This paper concerns communities of learners and teachers that are formed, develop and interact in university mathematics environments through the theoretical lens of Communities of Practice. From this perspective, learning is described as a process of participation and reification in a community in which individuals belong and form their identity through engagement, imagination and alignment. In addition, when inquiry is considered as a fundamental mode of participation, through critical alignment, the community becomes a Community of Inquiry. We discuss these theoretical underpinnings with examples of their application in research in university mathematics education and, in more detail, in two Research Cases which focus on mathematics students' and teachers' perspectives on proof and on engineering students' conceptual understanding of mathematics. The paper concludes with a critical reflection on the theorising of the role of communities in university level teaching and learning and a consideration of ways forward for future research. © 2014 © 2014 British Society for Research into Learning Mathematics.

Funding

The ESUM project (Engineering Students Understanding Mathematics) reported in the Research Case 2 was supported by the UK HE STEM programme via The Royal Academy of Engineering.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Research in Mathematics Education

Volume

16

Issue

2

Pages

161 - 176

Citation

BIZA, I., JAWORSKI, B. and HEMMI, K., 2014. Communities in university mathematics. Research in Mathematics Education, 16 (2), pp. 161 - 176.

Publisher

Taylor and Francis / © British Society for Research into Learning Mathematics

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 is an Submitted version of an article published by Taylor & Francis in Research in Mathematics Education on 13th June 2014, available online: http://wwww.tandfonline.com/10.1080/14794802.2014.918351

ISSN

1479-4802

eISSN

1754-0178

Language

en