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Mathematics teacher research: process practice and the development of teaching

journal contribution
posted on 10.07.2015, 10:20 authored by Barbara Jaworski
This paper discusses a study of teacher researchers undertaking research into self-chosen aspects of their own mathematics teaching at the secondary level. The study used qualitative methods to explore the processes and practices of this research and the issues which it raised. Emergent theory of teachers' research activity fitted strongly with a view of action research relating to critical reflective practice. The teachers were seen as reflective practitioners, developing knowledge and awareness through enhanced metacognitive activity. Their research was characterised as evolutionary, in contrast with established patterns of action research. Despite differences in the substance of each teacher's research there were commonalities which provide insights into the conducting of research by teachers and its potential for the development of mathematics teaching. The special nature of mathematics in this research, and the role of external researchers in the project, were important considerations.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal of Mathematics Teacher Education

Volume

1

Pages

. 3 - 31

Citation

JAWORSKI, B., 1998. Mathematics teacher research: process practice and the development of teaching. Journal of Mathematics Teacher Education, 1 (1), pp. 3 - 31

Publisher

© Springer Verlag

Version

VoR (Version of Record)

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

1998

Notes

This article is closed access, the definitive version is available at: http://dx.doi.org/10.1023/A:1009903013682

ISSN

1386-4416

Language

en

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