1300502_EDUC1513-Rev2_Critical alignment in inquiry.pdf (205.61 kB)
Critical alignment in inquiry-based practice in developing mathematics teaching
journal contribution
posted on 2015-07-09, 12:35 authored by Simon Goodchild, Anne Berit Fuglestad, Barbara JaworskiThis paper reports a case study from a mathematics teaching developmental research project. The theoretical foundation for the research comprises communities of inquiry and critical alignment, with which the developmental methodology has a particular synergy. This synergy is the main focus of the paper. The paper elaborates theoretical and methodological antecedents of the project and traces these through a case study of developments in the practices of one upper secondary school team and a group of university didacticians (mathematics teacher educators and researchers) during the first year of the project. The case study reveals that critical alignment and inquiry (necessarily) bring uncertainty and risk, and foster tensions within the teachers' practice and between the practices of teachers and didacticians. In exposing these uncertainties, risks and tensions, the paper points to their value for the learning and knowledge gained by participants. © 2013 Springer Science+Business Media Dordrecht.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Educational Studies in MathematicsVolume
84Issue
3Pages
393 - 412Citation
GOODCHILD, S., FUGLESTAD, A.B. and JAWORSKI, B., 2013. Critical alignment in inquiry-based practice in developing mathematics teaching. Educational Studies in Mathematics, 84 (3), pp. 393 - 412.Publisher
© Springer Science + Business MediaVersion
- SMUR (Submitted Manuscript Under Review)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2013Notes
This article was submitted for publication in the journal Educational Studies in Mathematics. The final publication is available at Springer via http://dx.doi.org/10.1007/s10649-013-9489-zISSN
0013-1954eISSN
1573-0816Publisher version
Language
- en
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