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Research practice into/influencing mathematics teaching and learning development: towards a theoretical framework based on co-learning partnerships
journal contribution
posted on 2011-09-15, 10:46 authored by Barbara JaworskiThis 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 and outsider 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.
History
School
- Science
Department
- Mathematics Education Centre
Citation
JAWORSKI, B., 2003. Research practice into/influencing mathematics teaching and learning development: towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics, 54 (2/3), pp. 249-282Publisher
© Kluwer Academic PublishersVersion
- AM (Accepted Manuscript)
Publication date
2003Notes
This article was published in the journal, Educational Studies in Mathematics [© Kluwer Academic Publishers]. The original publication is available at www.springerlink.com and the definitive version is available at: http://www.springerlink.com/content/r157123653tr7477/ISSN
0013-1954Publisher version
Language
- en
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