JAWORSKI, B., 2012. Mathematics teaching development as a human practice: identifying and drawing the threads. ZDM Mathematics Education, 44 (5), pp. 613 - 626.
The didactic triangle links mathematics,
teachers and students in a consideration of teaching–
learning interactions in mathematics classrooms. This
paper focuses on teachers and teaching in the development
of fruitful learning experiences for students with mathematics.
It recognises primarily that teachers are humans
with personal characteristics, subject to a range of influences
through the communities of which they are a part,
and considers aspects of teachers’ personhood, identity and
agency in designing teaching for the benefit of their students.
Teaching is seen as a developmental process in
which inquiry plays a central role, both in doing mathematics
in the classroom and in exploring teaching practice.
The teacher-as-inquirer in collaboration with outsider
researchers leads to growth of knowledge in teaching
through development of identity and agency for both
groups. The inclusion of the outsider researcher brings an
additional node into the didactic triangle.