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Teachers’ perspectives on collaboration with didacticians to create an inquiry community
journal contribution
posted on 2011-09-15, 10:48 authored by Raymond Bjuland, Barbara JaworskiA research and development project, Learning Communities in Mathematics
(LCM) was designed to create opportunities for ‘co-learning inquiry’ between
mathematics teachers in eight schools and didacticians in a university in Norway
(UiA). The focus has been on improving mathematics teaching and learning at
school levels from lower primary to upper secondary and on the developmental
processes and partnerships involved. A central aim was to create a community of
inquiry through which aspects of mathematics teaching and learning could be
explored, and through which both teachers and didacticians could learn in
practice. Theoretically, ‘Community of Inquiry’ derives from ‘Community of
Practice’ as expounded by Lave andWenger, and particularlyWenger’s concept of
‘belonging’. The project included three, one-year phases of joint activity. At the
end of Phase II, didacticians led focus group interviews with teacher teams to gain
insights into schools’ and teachers’ perceptions of the project and its activity. We
report on insights into how teachers thought about the activities of the project
and what an inquiry community looks like in terms of the learning of those
involved. We relate this back to the theoretical perspectives of communities of
practice and inquiry.
History
School
- Science
Department
- Mathematics Education Centre
Citation
BJULAND, R. and JAWORSKI, B., 2009. Teachers’ perspectives on collaboration with didacticians to create an inquiry community. Research in Mathematics Education, 11 (1), pp. 21-38Publisher
Routledge © British Society for Research into Learning MathematicsVersion
- AM (Accepted Manuscript)
Publication date
2009Notes
This article was published in the journal, Research in Mathematics Education [Routledge © British Society for Research into Learning Mathematics]. The definitive version is available at: http://www.tandfonline.com/doi/abs/10.1080/14794800902732209ISSN
1479-4802Publisher version
Language
- en