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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8806

Title: Teachers’ perspectives on collaboration with didacticians to create an inquiry community
Authors: Bjuland, Raymond
Jaworski, Barbara
Keywords: Research and development project
Co-learning inquiry
Focus group interviews
Issue Date: 2009
Publisher: Routledge © British Society for Research into Learning Mathematics
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. 21-38
Abstract: A 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.
Description: 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/10.1080/14794800902732209
Version: Accepted for publication
DOI: 10.1080/14794800902732209
URI: https://dspace.lboro.ac.uk/2134/8806
Publisher Link: http://www.tandfonline.com/doi/abs/10.1080/14794800902732209
ISSN: 1479-4802
Appears in Collections:Published Articles (Mathematics Education Centre)

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