Research Practice into/influencing Mathematics Teaching and Learning Development: Towards a Theoretical framework based on co-learning partnerships

By B. Jaworski. 2003

179 citations recorded by the source corpus.

This paper addresses issues linking research into the classroom teaching and learning of mathematics with the growth of knowledge in mathematics teaching, developments in the practice of teaching and the enhanced learning of mathematics by students in classrooms. A basic premise is that research promotes development. The paper considers both insider andoutsider research and co-learning between teachers and educators in promoting classroom inquiry. Through a consideration of elements of theory such as knowledge and inquiry in teaching and of learning as knowledge growth through research/inquiry leading to enhancement of students' learning of mathematics, a framework is suggested. Its purposes include analysis of a research project's contribution to teaching development and conceptualization of research which has teaching development as one of its aims. Use of the framework is exemplified through its application to reports of three mathematics education research projects in the public domain. A brief afterword links the framework to concepts in activity theory.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aa350ffa5ab444672cb1d9e06ff999da5e26fac0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alf Coles
2. O. Zaslavsky
3. L. Brown

In Education

1. Alf Coles
2. O. Zaslavsky
3. L. Brown
4. Andreas J. Stylianides
5. Gabriel J. Stylianides

Citations in the corpus

• Developing expertise: how enactivism re-frames mathematics teacher development (2011, background): “Although, predominantly, this means teacherresearchers … [i]t can include educator-researchers exploring processes and practices in teacher education ( Jaworski, 2003, p. 250 ).”
• Meeting the Challenges of Mathematics Teacher Education through Design and Use of Tasks that Facilitate Teacher Learning (2008, background): “Connecting research and the practice of teacher-educators lends itself well, since most teacher-educators are also active researchers, who tend to conduct long term research programmes, or at least integrate action research in their work (e.g., Jaworski, 2001, 2003).”