scholarly journals Contribuições das pesquisas em ensino de ciências e matemática atinentes à produção escrita

2021 ◽  
Vol 5 (2) ◽  
pp. 344-380
Author(s):  
Jeferson Ferreti Ribas ◽  
Fabiele Cristiane Dias Broietti
Keyword(s):  
Content Analysis ◽  
Mathematics Teaching ◽  
Academic Research ◽  
Training Tool ◽  
Written Production ◽  
Research Context ◽  
Geometric Representations ◽  
Methodological Procedures ◽  
And Mathematics ◽  
Teaching Learning

Resumo: Neste artigo apresentamos resultados de uma pesquisa de caráter bibliográfico, com a intenção de conhecer as investigações atinentes à produção escrita (PE) presentes em trabalhos acadêmicos da área de Ensino de Ciências e Matemática. Com o intuito de identificar em que contexto de investigação a produção escrita foi empregada e como os autores desses trabalhos compreendem o termo produção escrita, utilizamos os procedimentos metodológicos da Análise de Conteúdo para selecionar e analisar 65 Dissertações e 17 Teses. Como resultados, evidenciamos que as pesquisas em Ensino de Ciências e Matemática utilizaram a produção escrita como instrumento de aprendizagem ou como instrumento formativo, uma vez que objetivaram investigar os conhecimentos mobilizados pelos sujeitos que realizaram a PE ou estiveram relacionadas à aprendizagem docente dos sujeitos que analisaram ou realizaram a PE. Constatamos, também, que a produção escrita apresentada nesses trabalhos acadêmicos consistiu em registros escritos, desenhos, representações geométricas, colagens e resoluções matemáticas.Palavras-chave: Produção escrita; Pesquisas acadêmicas; Ensino de Ciências e Matemática. Contributions of research in science and mathematics teaching related to writtten productionAbstract: In this article, we present results of a bibliographic research with the intention of knowing the investigations related to the written production in academic research in the area of Science and Mathematics Teaching. In order to identify in which research context was employed the written production and how the authors of these works understood written production, we used the methodological procedures of Content Analysis to select and analyze 65 Dissertations and 17 Theses. As a result, we found that research in Science and Mathematics Teaching used written production as a learning tool or as a training tool, since they investigated the knowledge mobilized by the subjects who carried out the written production, or were related to the teaching learning of the subjects who analyzed or carried out the written production. We also verified that the written production presented in these academic works consisted of written records, drawings, geometric representations, collages and mathematical resolutions.Keywords: Written production; Academic research; Science and Mathematics Teaching. 

scholarly journals THE IMPLEMENTATION OF SCHOOL MATHEMATICS TEACHING LEARNING IN IMMANUEL BONANG

2020 ◽  
Vol 4 (3) ◽  
pp. 242
Author(s):  
Oce Datu Appulembang ◽  
Kurnia Putri-Sepdikasari Dirgantoro ◽  
Jacob Stevy Seleky
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
School Mathematics ◽  
After School ◽  
Learning Center ◽  
Education Students ◽  
Practice Teaching ◽  
And Mathematics ◽  
Teaching Learning

<p><em>Guidance and assistance in learning are necessary for every child, whether it is for the students who have attended school or not. Most of the parents who live in the Bonang area can not fulfill this activity. Parents who have not be able to accompany their children in learning after school are caused several factors, namely cognitive inability of parents, the busyness of parents in work, and the inability of parents economically to send their children to learning center, and some are even do not trust some learning center. Mathematics education students are prepared in the field of school mathematics teaching and learning expertise. For them, this activity is a valuable opportunity to gain teaching experience, as well as learning to implement the theories that have been learned, both in terms of pedagogy and mathematics. The purpose of this community is as a place to synchronize students’ need to implement their learning practices with the needs of schoolchildren</em> <em>around Bonang. The activity is in the form of assistance at one of the residents’ houses in Bonang. The benefits of this assistance activity are felt by all parties, schoolchildren</em> <em>as learning participants receive learning guidance in terms of cognitive and character, parents who are assisted and feel happy to see children's development in education, and the tutors can directly learn to implement knowledge and practice teaching.</em></p><p><strong>ABSTRACT (INDONESIAN):</strong> Bimbingan dan pendampingan belajar diperlukan oleh setiap anak, baik yang bersekolah maupun yang tidak bersekolah. Kegiatan tersebut belum dapat dipenuhi oleh sebagian besar orang tua yang berdomisili di daerah Bonang. Orang tua yang belum dapat mendampingi anak-anaknya dalam belajar sepulang sekolah disebabkan oleh beberapa faktor yaitu ketidakmampuan orang tua secara kognitif, kesibukan orang tua dalam bekerja dan ketidakmampuan orang tua secara ekonomi untuk mengikutsertakan anaknya di dalam bimbingan belajar yang bersifat komersial, bahkan ada yang kurang percaya pada bimbingan belajar tertentu. Mahasiswa pendidikan matematika dipersiapkan pada bidang keahlian belajar mengajar matematika sekolah. Bagi mahasiswa, kegiatan tersebut merupakan kesempatan yang berharga untuk mendapatkan pengalaman mengajar, sekaligus belajar untuk mengimplementasikan teori yang sudah dipelajari, baik dari segi pedagogy maupun keilmuan matematika. Tujuan dari kegiatan ini adalah sebagai wadah untuk mensinkronisasikan kebutuhan mahasiswa untuk mengimplementasikan praktik pembelajaran mereka dengan kebutuhan anak sekolah di sekitar Bonang. Adapun kegiatan bimbingan belajar tersebut diselenggarakan di rumah salah satu warga di Bonang. Manfaat kegiatan bimbingan belajar ini dirasakan oleh semua pihak, anak-anak sekolah sebagai peserta belajar mendapatkan bimbingan belajar dari segi koginitif dan karakter, orangtua yang terbantukan dan merasa bahagia melihat perkembangan anak dalam pendidikan dan mahasiswa pendidikan matematika yang menjadi tutor dapat secara langsung belajar mengimplementasikan ilmu dan praktek mengajarnya.</p>

scholarly journals INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS

2018 ◽  
Vol 17 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Dagnija Cēdere ◽  
Inese Jurgena ◽  
Vilija Targamadze
Keyword(s):  
Factor Analysis ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Leisure Time ◽  
Mathematics Students ◽  
Interest In Science ◽  
Practical Life ◽  
And Mathematics ◽  
Teaching Learning ◽  
Successful Teaching

Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students’ interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students’ cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest – interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students’ interest is higher in issues connected with practical life, the solution of real problems, but much lower if the problem to be solved needs effort, if they have to use mathematical tools. Enthusiasm is not characteristic for students. Only few respondents are willing to engage in science and mathematics in their leisure time. Latvian and Lithuanian students show slight differences in their interests. There are more Lithuanian students, who like mathematics and who are not afraid of difficulties. Latvian students, in their turn, show greater enthusiasm. Keywords: cognitive interest, science and mathematics, teaching/learning process.

scholarly journals UMA PROPOSTA DE FORMAÇÃO EM CIÊNCIAS E MATEMÁTICA NA PERSPECTIVA INTERDISCIPLINAR: A VISÃO DELICENCIANDOS DE UM CURSO DE PEDAGOGIA

2018 ◽  
Vol 15 (3) ◽  
pp. 66-78
Author(s):  
Priscilla Lucia Cerqueira ◽  
Reginaldo Fernando Carneiro
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public University ◽  
Early Years ◽  
Interdisciplinary Work ◽  
School Practice ◽  
Data Production ◽  
And Mathematics

Teacher education of the early years of Elementary School -as well as this education for science and mathematics teaching -has been on the agenda of many studies in the area of Education. In this article, part of a masters study, aims to investigate the perceptions of undergraduates in Pedagogy about the experience of education proposal in science and mathematics in an interdisciplinary perspective. To that end, a qualitative research was developed in which we used for data production, the activities carried out by the students, a questionnaire and an interview with the teacher trainers who participated in a proposal of interdisciplinary work carried out in the disciplines of Theoretical and Methodological Foundations and School Practice in Science I and Theoretical and Methodological Foundations and School Practice in Mathematics I of a Pedagogy course of a public university in Minas Gerais. For data analysis, we are guided in the theory of content analysis. The data analyzes, based on the theory of the content analysis, showed that the undergraduates had clarity that their education in science and mathematics teaching could not be based on the perspective of the transmission, but in a process that seeks to articulate the conceptsand contents of the different disciplines. In this way, they valued interdisciplinarity as a possibility of integration and as a facilitator of the teaching and learning process.

scholarly journals REFLEXIONES SOBRE LAS APROXIMACIONES Y DISTANCIAS ENTRE HERMENÉUTICA Y HERMENÉUTICA DE PROFUNDIDAD COMO MARCO TEÓRICO PARA LOS ESTUDIOS HISTORIOGRÁFICOS EN EDUCACIÓN MATEMÁTICA

PARADIGMA ◽  
2020 ◽  
pp. 960-978
Author(s):  
Alexandre Ausani Huff ◽  
Arno Bayer ◽  
Fernando Luís de Rosso
Keyword(s):  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Academic Research ◽  
Historical Review ◽  
Mathematical Education ◽  
The World ◽  
History Of ◽  
Methodological Procedures ◽  
Teaching Of Mathematics ◽  
Changes Over Time

La investigación en Historia y Educación Matemática siempre ha planteado dudas sobre los procedimientos metodológicos. Es de destacar que un procedimiento metodológico consistente no debe perder de vista principalmente el lenguaje, las condiciones de vida y el concepto del mundo, que experimentan cambios con el tiempo. Las declaraciones relevantes, que son parte de la historia, deben ser traídas al presente para que puedan ser entendidas en su tiempo a la luz de nuestro tiempo. Es por eso que es necesario estudiar y conocer la hermenéutica y las bases del pensamiento hermenéutico, construyendo bases filosóficas conceptuales e históricas, de modo que con estos argumentos, sea posible construir los puentes necesarios entre la hermenéutica, la historicidad y la enseñanza de las matemáticas. Por lo tanto, este artículo tiene la intención de presentar la posibilidad de hacer esta articulación factible y, por lo tanto, ofrecer subsidios para aquellos que investigan la Historia de las Matemáticas y la Historia de la Enseñanza de las Matemáticas y quienes, a veces, encuentran difícil basar sus estudios con respecto a la escritura. Así como para interpretar hechos históricos relevantes en el contexto de la investigación académica. A lo largo del texto, realizaremos un breve rescate histórico de la hermenéutica, y también la contextualización como sus posibilidades de aplicación en los estudios académicos.Palabras clave: Hermenéutica. Profundidad de la hermenéutica. Investigación historiográfica. Educación Matemática. Enseñanza de las matemáticasACERCA DAS APROXIMAÇÕES E DISTANCIAMENTOS ENTRE A HERMENÊUTICA E A HERMENÊUTICA DE PROFUNDIDADE COMO REFERENCIAL TEÓRICO PARA ESTUDOS HISTORIOGRÁFICOS EM EDUCAÇÃO MATEMÁTICAResumoA Pesquisa em História e Educação Matemática sempre suscitou dúvidas quanto aos procedimentos metodológicos. Destaca-se que um procedimento metodológico consistente não deve perder de vista principalmente a linguagem, as condições de vida e a concepção de mundo, as quais sofrem mudanças ao longo do tempo. Enunciados relevantes, que fazem parte da história, devem ser trazidos ao presente de forma que possam ser compreendidos no seu tempo à luz do nosso tempo. Por isso se faz necessário estudar e conhecer a hermenêutica e as bases do pensamento hermenêutico, construindo conceitualmente e historicamente bases filosóficas, para que com esses argumentos, se possa construir pontes necessárias entre a hermenêutica, a historicidade e o ensino da matemática. Assim, este artigo pretende apresentar uma possibilidade para viabilizar esta articulação e assim oferecer subsídios para aqueles que pesquisam a História da Matemática e a História do Ensino da Matemática e que, por vezes, encontram dificuldades para fundamentar os seus estudos no que se refere à escrita histórica, bem como para interpretar fatos históricos relevantes na contextualização de pesquisas acadêmicas. No decorrer do texto, realizaremos um breve resgate histórico da Hermenêutica, e também a contextualização enquanto as suas possibilidades de aplicação em estudos acadêmicos.Palavras chave: Hermenêutica. Hermenêutica de Profundidade. Pesquisa Historiográfica. Educação Matemática. Ensino da Matemática.REFLECTIONS ABOUT APPROXIMATIONS AND DISTANCING BETWEEN HERMENEUTICS AND HERMENEUTICS OF DEPTH AS THEORETICAL FRAMEWORK FOR HISTORIOGRAPHIC STUDIES IN MATHEMATICAL EDUCATIONAbstractResearch in History and Mathematical Education has always raised doubts about methodological procedures. It is noteworthy that a consistent methodological procedure must not lose sight mainly of language, living conditions and the concept of the world, which undergo changes over time. Relevant statements, which are part of history, must be brought to the present so that they can be understood in their time in the light of our time. That is why it is necessary to study and know hermeneutics and the bases of hermeneutic thinking, constructing conceptually and historically philosophical bases, so that with these arguments, it is possible to build necessary bridges between hermeneutics, historicity and the teaching of mathematics. Thus, this article intends to present a possibility to make this articulation feasible and thus offer subsidies for those who research the History of Mathematics and the History of the Teaching of Mathematics and who, at times, find it difficult to base their studies with regard to writing history, as well as to interpret relevant historical facts in the context of academic research. Throughout the text, we will carry out a brief historical review of Hermeneutics, as well as contextualizing it as its possibilities of application in academic studies. Keywords: Hermeneutics. Depth Hermeneutics. Historiographical Research. Mathematical Education. Mathematics teaching. 

scholarly journals Typology of Business-Related Fake News Online: A Literature Review

2020 ◽  
Vol 5 (4) ◽  
pp. 234-243
Author(s):  
Marko Selakovic ◽  
Anna Tarabasz ◽  
Monica Gallant
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Academic Research ◽  
Marketing Research ◽  
Jel Classification ◽  
Future Research ◽  
Fake News ◽  
Recent Emergence ◽  
News Online

Objective – This review paper discusses the emergence of scholarly articles related to the typology and classification of fake news and offers solutions for identified gaps, such as unstandardized terminology and unstandardized typology in the field of fake news-related research. Typology of fake news is a critical topic nowadays: recently emerged fake news needs to be categorized and analyzed in a structured manner in order to respond appropriately. Methodology/Technique – Based on the systematic review of literature identified in scientific databases, different typologies of fake news have been identified and a new typology of business-related fake news online has been proposed. New typology of business-related fake news online is based on factors such as level of facticity, intention to deceive and financial motivation. Findings and novelty – Content analysis of 326 articles containing terms related to the typology of fake news and classification of fake news indicates that the term “typology of fake news” is predominantly used in management, marketing and communications research, while the term “classification of fake news” is predominantly used in the information technology research. The content analysis also indicates the recent emergence of the topic of typology and classification of fake news in academic research, revealing that all articles related to these topics have been published on or after 2016. In addition to the contribution by presenting comprehensive typology of business-related fake news online, this paper also provides recommendations for future research and improvements related to the typology of fake news, emphasizing business-related fake news and fake news spread in the digital space. Type of Paper: Review JEL Classification: M31, M39. Keywords: Fake News; Crisis Communications; Online Communications; Digital Marketing; Management Research; Marketing Research Reference to this paper should be made as follows: Selakovic, M; Tarabasz, A; Gallant, M. (2020). Typology of Business-Related Fake News Online: A Literature Review, J. Mgt. Mkt. Review 5(4) 234 – 243. https://doi.org/10.35609/jmmr.2020.5.4(5)

scholarly journals BOOKTUBERS E A INFLUÊNCIA LITERÁRIA: UM ESTUDO DE CASO DO VLOG DA JU CIRQUEIRA

2020 ◽  
Vol 3 ◽  
pp. 25
Author(s):  
Pâmela Da Silva Pochmann ◽  
Magali De Moraes Menti
Keyword(s):  
Content Analysis ◽  
Mass Media ◽  
Communication Strategies ◽  
Reading Practices ◽  
The Public ◽  
Text Reading ◽  
Methodological Procedures

RESUMOEste estudo teve como problema de pesquisa verificar como blogs/vlogs literários, enquanto meios de comunicação, podem influenciar a escolha leitora. Para isso, selecionou-se o vlog da Ju Cirqueira, blogueira do blog Nuvem Literária, para um estudo de caso. O objetivo geral foi identificar quais estratégias a blogueira utiliza que podem influenciar na escolha literária dos seus seguidores a partir de suas publicações/vídeos. Os objetivos específicos foram verificar as estratégias que a blogueira utiliza para transmitir suas mensagens e criar conexões, e se utiliza algum padrão em seus vídeos. Para tanto, abordou-se questões relacionadas à leitura, texto, práticas de leitura, formação de leitores e ato comunicativo. Os procedimentos metodológicos abrangeram uma parte quantitativa, em que foram destacados números de blogs existentes, perfil dos usuários e categorias de blogs, e uma parte qualitativa em que, por meio de categorização de análise proposta por Jeffman (2015) e de análise de conteúdo, examinou-se dez vídeos do canal da Ju Cirqueira. A partir dos dados coletados, pode-se ter uma amostragem de como são os blogs no Brasil, o perfil do público leitor de blogs e vlogs e características que fazem com que os booktubers fidelizem seus seguidores e, consequentemente, apresentem novas opções de leitura. Entre os padrões utilizados pela blogueira destacam-se a cultura do quarto, as estratégias de comunicação e a cultura de participação.Palavras-chave: Booktubers. Influência literária. Ju Cirqueira. Vlog. Formação do Leitor. ABSTRACTThis study aimed to verify how literary blogs/vlogs, as a means of communication, can influence te choice for reading. To this end, the vlog by Ju Cirqueira, blogger of the blog Nuvem Literária, was chosen for a case study. The goal of the survey was to look at how the blogger influences the literary choice of her followers, what strategies she uses to broadcast her messages and make connections, and whether she uses some pattern in her videos. The focus of the analysis was on concepts pertaining to reading, the text, reading practices, reader training and mass media. There were quantitative methodological procedures in which  numbers of existing blogs, profile of users and categories of blogs were sought; followed by  qualitative procedures carried out through categories of analysis and content analysis to look for patterns in ten videos of the channel of Ju Cirqueira. From the data collected, one can have a sampling of how blogs are in Brazil, the profile of the public readers of blogs and vlogs and characteristics that make booktubers loyal to their followers and, consequently, present new reading options. Among the different languages used in communication, we highlight the culture of the room, the communication strategies and the culture of participation.Keywords: Booktubers. Literacy influence. Ju Cirqueira. Literary Vlog. Formation of the reader.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

scholarly journals Os desdobramentos do Acervo Celpe-Bras para ensino, aprendizagem, avaliação e pesquisa em Português como Língua Adicional

2019 ◽  
Vol 10 (1) ◽  
pp. 33233
Author(s):  
Gabrielle Rodrigues Sirianni ◽  
Kaiane Mendel ◽  
Ellen Yurika Nagasawa ◽  
Juliana Roquele Schoffen
Keyword(s):  
Academic Research ◽  
Test Preparation ◽  
Research Projects ◽  
The Public ◽  
History Of ◽  
Public Availability ◽  
Teaching Learning

This article aims to present some of the research developed since the public availability of Acervo Celpe-Bras. Launched in 2014, Acervo compiled and made available past tests, manuals, legislation and academic research about Celpe-Bras, allowing new investigations to be conducted about the exam. Among the research made possible by Acervo are the description and categorization of the Written Part tasks of the exam, which provides resources for new Celpe-Bras specifications (Schoffen et al., 2018). Based on this description, a test preparation course was produced, which considers, in order to propose didactic sequences, the most recurrent characteristics of the tests. The research projects developed since the launch of Acervo consolidate it as a milestone in the history of the exam by promoting a more democratic access to the materials of Celpe-Bras for teachers, test takers and researchers interested in teaching, learning and assessing Portuguese as an Additional Language.

scholarly journals Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

2021 ◽  
Author(s):  
◽  
Raewyn Eden
Keyword(s):  
Teacher Learning ◽  
Professional Learning ◽  
Mathematics Teaching ◽  
Participatory Design ◽  
Collaborative Inquiry ◽  
Mathematics Learning ◽  
Student Thinking ◽  
Teacher Interviews ◽  
Teaching Learning ◽  
Teaching Inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work.  Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning.  The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose.  A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice.  This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

Sign in / Sign up

Export Citation Format

Share Document