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Learning communities in mathematics: creating an inquiry community between teachers and didacticians

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journal contribution
posted on 15.09.2011, 10:50 by Barbara Jaworski
This paper reports on a project designed to develop inquiry communities between teachers and didacticians, aimed at improving the learning of mathematics in classrooms, and at studying the processes, practices, issues and outcomes in and of the project. Theoretical notions of inquiry and community underpin the project. The focus here is largely methodological, tracing the origination and development of the project and decisions taken through its first phases. The project is seen to be situated within a 'developmental' research paradigm in which research both studies the developmental process and contributes centrally to it. Issues in the interpretation of inquiry practices in mathematics learning and teaching and the building of communities at various levels are seen as important outcomes. The roles and relationships of teachers and didacticians emerge as key concepts in the developmental process.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

JAWORSKI, B., 2005. Learning communities in mathematics: creating an inquiry community between teachers and didacticians. Research in Mathematics Education, 7 (1), pp. 101-119

Publisher

© Routledge

Version

AM (Accepted Manuscript)

Publication date

2005

Notes

This article was published in the journal, Research in Mathematics Education [© Routledge]. The definitive version is available at: http://www.tandfonline.com/doi/abs/10.1080/14794800008520148

ISSN

1479-4802

Language

en

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