Year: 2008
Type: book-chapter
Abstract: Teachers and didacticians both bring areas of expertise, forms of knowing and\nrelevant experience to collaboration in mathematics teaching development. The\nnotion of inquiry community, provides a theoretical and practical foundation for\ndevelopment. Within an inquiry community all participants are researchers (taking\na broad definition). With reference to a research and development project in\nNorway (Learning Communities in Mathematics – LCM) this chapter explains the\ntheoretical notions, discusses how one community was conceived and emerged in\npractice and addresses the issues contingent on emergence and sustaining of\ninquiry practices. In doing so it provides examples of collaborative activity and the\nreciprocal forms of expertise, knowing and experience that have contributed to\ncommunity building. It illuminates issues and tensions that have been central to the\ndevelopmental process and shows how an activity theory analysis can help to\nnavigate the complexity in characterizing development.
Source: BRILL eBooks
Author: Jaworski, Barbara
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Norges Forskningsråd
OpenAlex ID: W561847758