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Communities in university mathematics
journal contributionposted on 2015-07-09, 10:34 authored 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.
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.
- Mathematics Education Centre
Published inResearch in Mathematics Education
Pages161 - 176
CitationBIZA, I., JAWORSKI, B. and HEMMI, K., 2014. Communities in university mathematics. Research in Mathematics Education, 16 (2), pp. 161 - 176.
PublisherTaylor and Francis / © British Society for Research into Learning Mathematics
- SMUR (Submitted Manuscript Under Review)
Publisher statementThis 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/
NotesThis 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