NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036717
Record Type: Journal
Publication Date: 2013-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0013-1954
Critical Alignment in Inquiry-Based Practice in Developing Mathematics Teaching
Goodchild, Simon; Fuglestad, Anne Berit; Jaworski, Barbara
Educational Studies in Mathematics, v84 n3 p393-412 Nov 2013
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A