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Theory and practice in mathematics teaching development: critical inquiry as a mode of learning in teaching
journal contribution
posted on 2011-09-29, 11:07 authored by Barbara JaworskiIn this paper I address the challenge of developing theory in relation to
the practices of mathematics teaching and its development. I do this by exploring a
notion of teaching as learning in practice through overt use of inquiry in mathematics
learning, mathematics teaching and the development of practices of teaching in communities
involving teachers and educators. The roles and goals of mathematics teachers
and educators in such communities are both distinct and deeply intertwined. I see an
aim of inquiry in teaching to be the critical alignment (Wenger, 1998) of teaching
within the communities in which teaching takes place. Inquiry as a tool and inquiry as
a way of being are important concepts in reflexive developmental processes in which
inquiry practice leads to better understandings and development of theory.
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School
- Science
Department
- Mathematics Education Centre
Citation
JAWORSKI, B., 2006. Theory and practice in mathematics teaching development: critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9 (2), pp. 187-211. From the issue entitled 'Special Issue: Inter-Relating Theory and Practice in Mathematics Teacher Education'.Publisher
© SpringerVersion
- VoR (Version of Record)
Publication date
2006Notes
This article was published in the journal, Journal of Mathematics Teacher Education [© Springer] and the definitive version is available at: http://dx.doi.org/10.1007/s10857-005-1223-zISSN
1386-4416;1573-1820Publisher version
Language
- en
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