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Sociocultural perspectives in research on and with mathematics teachers: a zone theory approach

journal contribution
posted on 06.06.2014, 08:50 authored by Merrilyn Goos
Sociocultural theories view teacher learning as changing participation in social practices that develop their professional identities rather than as acquisition of new knowledge or beliefs that are internal to the individual. Although sociocultural research on mathematics teacher education has tended to focus on understanding teachers’ learning, this article argues that sociocultural perspectives can also guide more interventionist research involving changing classroom practice. The approach illustrated here uses an adaptation of Valsiner’s zone theory to analyse teacher learning and development in two separate research studies. In one study the aim was to understand how teachers incorporated digital technologies into their practice, while the other study helped teachers implement an investigative approach to working mathematically consistent with a new syllabus. In both studies, productive tensions between teachers’ beliefs, contexts, and goals were a trigger for learning and development.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

ZDM: The International Journal on Mathematics Education

Volume

45

Issue

4

Pages

521 - 533

Citation

GOOS, M., 2013. Sociocultural perspectives in research on and with mathematics teachers: a zone theory approach. ZDM: The International Journal on Mathematics Education, 45 (4), pp. 521 - 533.

Publisher

Springer © FIZ Karlsruhe

Version

VoR (Version of Record)

Publication date

2013

Notes

Closed access.

ISSN

1863-9690

Language

en

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