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Title: Critical alignment in inquiry-based practice in developing mathematics teaching
Authors: Goodchild, Simon
Fuglestad, Anne Berit
Jaworski, Barbara
Keywords: Learning community
Inquiry
Co-learning
Mathematics teaching development
Developmental research
Issue Date: 2013
Publisher: © Springer Science + Business Media
Citation: 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.
Abstract: This 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.
Description: 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-z
Version: Submitted for publication
DOI: 10.1007/s10649-013-9489-z
URI: https://dspace.lboro.ac.uk/2134/18203
Publisher Link: http://dx.doi.org/10.1007/s10649-013-9489-z
ISSN: 0013-1954
Appears in Collections:Published Articles (Mathematics Education Centre)

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