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Title: Research practice into/influencing mathematics teaching and learning development: towards a theoretical framework based on co-learning partnerships
Authors: Jaworski, Barbara
Keywords: Classroom inquiry as a developmental tool
Co-learning between research participants
Knowledge and development of mathematics teaching
Relationships between insider and outsider research
Research into leaning and teaching mathematics
Issue Date: 2003
Publisher: © Kluwer Academic Publishers
Citation: JAWORSKI, B., 2003. Research practice into/influencing mathematics teaching and learning development: towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics, 54 (2/3), pp. 249-282
Abstract: This paper addresses issues linking research into the classroom teaching and learning of mathematics with the growth of knowledge in mathematics teaching, developments in the practice of teaching and the enhanced learning of mathematics by students in classrooms. A basic premise is that research promotes development. The paper considers both insider and outsider research and co-learning between teachers and educators in promoting classroom inquiry. Through a consideration of elements of theory such as knowledge and inquiry in teaching and of learning as knowledge growth through research/ inquiry leading to enhancement of students’ learning of mathematics, a framework is suggested. Its purposes include analysis of a research project’s contribution to teaching development and conceptualization of research which has teaching development as one of its aims. Use of the framework is exemplified through its application to reports of three mathematics education research projects in the public domain. A brief afterword links the framework to concepts in activity theory.
Description: This article was published in the journal, Educational Studies in Mathematics [© Kluwer Academic Publishers]. The original publication is available at www.springerlink.com and the definitive version is available at: http://www.springerlink.com/content/r157123653tr7477/
Version: Accepted for publication
DOI: 10.1023/B:EDUC.0000006160.91028.f0
URI: https://dspace.lboro.ac.uk/2134/8805
Publisher Link: http://www.springerlink.com/content/r157123653tr7477/
ISSN: 0013-1954
Appears in Collections:Published Articles (Mathematics Education Centre)

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