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Title: Communities in university mathematics
Authors: Biza, Irene
Jaworski, Barbara
Hemmi, Kirsti
Keywords: Community of Practice
Community of Inquiry
Critical alignment
University mathematics education
Issue Date: 2014
Publisher: Taylor and Francis / © British Society for Research into Learning Mathematics
Citation: BIZA, I., JAWORSKI, B. and HEMMI, K., 2014. Communities in university mathematics. Research in Mathematics Education, 16 (2), pp. 161 - 176.
Abstract: This paper concerns communities of learners and teachers that are formed, develop and interact in university mathematics environments through the theoretical lens of Communities of Practice. From this perspective, learning is described as a process of participation and reification in a community in which individuals belong and form their identity through engagement, imagination and alignment. In addition, when inquiry is considered as a fundamental mode of participation, through critical alignment, the community becomes a Community of Inquiry. We discuss these theoretical underpinnings with examples of their application in research in university mathematics education and, in more detail, in two Research Cases which focus on mathematics students' and teachers' perspectives on proof and on engineering students' conceptual understanding of mathematics. The paper concludes with a critical reflection on the theorising of the role of communities in university level teaching and learning and a consideration of ways forward for future research. © 2014 © 2014 British Society for Research into Learning Mathematics.
Description: This is an Submitted version of an article published by Taylor & Francis in Research in Mathematics Education on 13th June 2014, available online: http://wwww.tandfonline.com/10.1080/14794802.2014.918351
Sponsor: The ESUM project (Engineering Students Understanding Mathematics) reported in the Research Case 2 was supported by the UK HE STEM programme via The Royal Academy of Engineering.
Version: Submitted for publication
DOI: 10.1080/14794802.2014.918351
URI: https://dspace.lboro.ac.uk/2134/18197
Publisher Link: http://dx.doi.org/10.1080/14794802.2014.918351
ISSN: 1479-4802
Appears in Collections:Published Articles (Mathematics Education Centre)

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