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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/18219

Title: Mathematics teacher research: process practice and the development of teaching
Authors: Jaworski, Barbara
Issue Date: 1998
Publisher: © Springer Verlag
Citation: JAWORSKI, B., 1998. Mathematics teacher research: process practice and the development of teaching. Journal of Mathematics Teacher Education, 1 (1), pp. 3 - 31
Abstract: This paper discusses a study of teacher researchers undertaking research into self-chosen aspects of their own mathematics teaching at the secondary level. The study used qualitative methods to explore the processes and practices of this research and the issues which it raised. Emergent theory of teachers' research activity fitted strongly with a view of action research relating to critical reflective practice. The teachers were seen as reflective practitioners, developing knowledge and awareness through enhanced metacognitive activity. Their research was characterised as evolutionary, in contrast with established patterns of action research. Despite differences in the substance of each teacher's research there were commonalities which provide insights into the conducting of research by teachers and its potential for the development of mathematics teaching. The special nature of mathematics in this research, and the role of external researchers in the project, were important considerations.
Description: This article is closed access, the definitive version is available at: http://dx.doi.org/10.1023/A:1009903013682
Version: Published
DOI: 10.1023/A:1009903013682
URI: https://dspace.lboro.ac.uk/2134/18219
Publisher Link: http://dx.doi.org/10.1023/A:1009903013682
ISSN: 1386-4416
Appears in Collections:Closed Access (Mathematics Education Centre)

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