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Title: Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching
Authors: Jaworski, Barbara
Huang, Rongjin
Keywords: Inquiry-based professional practice
Mathematics teachers and didacticians
Mathematics teaching development
Mathematics teaching knowledge
Reflective practice
Issue Date: 2014
Publisher: Springer / © FIZ Karlsruhe
Citation: JAWORSKI, B. and HUANG, R., 2014. Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching. ZDM - International Journal on Mathematics Education, 46 (2), pp. 173 - 188.
Abstract: This paper sets the scene for a special issue of ZDM-The International Journal on Mathematics Education-by tracing key elements of the fields of teacher and didactician/teacher-educator learning related to the development of opportunities for learners of mathematics in classrooms. It starts from the perspective that joint activity of these two groups (teachers and didacticians), in creation of classroom mathematics, leads to learning for both. We trace development through key areas of research, looking at forms of knowledge of teachers and didacticians in mathematics; ways in which teachers or didacticians in mathematics develop their professional knowledge and skill; and the use of theoretical perspectives relating to studying these areas of development. Reflective practice emerges as a principal goal for effective development and is linked to teachers' and didacticians' engagement with inquiry and research. While neither reflection nor inquiry are developmental panaceas, we see collaborative critical inquiry between teachers and didacticians emerging as a significant force for teaching development. We include a summary of the papers of the special issue which offer a state of the art perspective on developmental practice. © 2014 FIZ Karlsruhe.
Description: This article was submitted for publication in the journal ZDM. The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-014-0574-2
Version: Submitted for publication
DOI: 10.1007/s11858-014-0574-2
URI: https://dspace.lboro.ac.uk/2134/18202
Publisher Link: http://dx.doi.org/10.1007/s11858-014-0574-2
ISSN: 1863-9690
Appears in Collections:Published Articles (Mathematics Education Centre)

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