Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching

By B. Jaworski. 2006

431 citations recorded by the source corpus.

In 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.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/c9c914c591c6bbf18942449537195fcab4c07b0a

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In Education

In Human Factors and Ergonomics

Citations in the corpus

The role of perception, interpretation, and decision making in the development of beginning teachers’ competence (2016, background): “Introduction Many countries, particularly in the West, have lamented weaknesses in ways mathematics is taught and learned in schools (European Mathematical Society, 2006; Hiebert et al., 2005; Jaworski, 2006).”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, methodology): “reflective thinking use inquiry as a tool to engage critically with key questions and issues in practice ( Jaworski 2006 ), such as questions about whether and how students learned from teaching.”
Mathematical problem solving: an evolving research and practice domain (2007, background): “[In a community of inquiry] participants grow into and contribute to continual reconstitution of the community through critical reflection; inquiry is developed as one of the forms of practice within the community and individual identity develops through reflective inquiry ( Jaworski, 2006, p. 202 )”
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development (2009, background): “Productive social norms, such as critical colleagueship (Lord, 1994) or inquiry into practice (Ball & Cohen, 1999; CochranSmith & Lytle, 2001), involve teachers engaged in reflective analysis of practice to learn from it (Jaworski, 2007; Putnam & Borko, 2000).”