Reflecting on participation in research communities of practice: situating change in the development of mathematics teaching
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The relationship between the development of the teaching of mathematics and the classroom teaching of mathematics is of considerable interest to teachers and university academics. This article reflects upon the nature of the participation of teachers and university academics as they participate in research communities of practice that use inquiry as a tool to engage with change and development. Conclusions are drawn in terms of the nature of the relationship of university academics to classroom teachers within a research community of practice.
Mathematics: Traditions and [New] Practices: Proceedings of the AAMT-MERGA conference
Copyright 2011 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the authors.
Curriculum and Pedagogy Theory and Development