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dc.contributor.authorGoodchild, Simon
dc.contributor.authorFuglestad, Anne Berit
dc.contributor.authorJaworski, Barbara
dc.date.accessioned2013-09-20T10:03:28Z
dc.date.available2013-09-20T10:03:28Z
dc.date.issued2013
dc.identifier.citationGoodchild, S., Fuglestad, A., & Jaworski, B. (2013). Critical alignment in inquiry-based practice in developing mathematics teaching. Educational Studies in Mathematics, 1-20. doi: 10.1007/s10649-013-9489-zno_NO
dc.identifier.issn0013-1954
dc.identifier.urihttp://hdl.handle.net/11250/138207
dc.descriptionPublished version of an article in the journal: Educational Studies in Mathematics. Also available from the publisher at: http://dx.doi.org/10.1007/s10649-013-9489-zno_NO
dc.description.abstractThis 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.no_NO
dc.language.isoengno_NO
dc.publisherSpringerno_NO
dc.subjectlearning communityno_NO
dc.subjectinquiryno_NO
dc.subjectco-learningno_NO
dc.subjectmathematics teaching developmentno_NO
dc.subjectdevelopmental researchno_NO
dc.titleCritical alignment in inquiry-based practice in developing mathematics teachingno_NO
dc.typeJournal articleno_NO
dc.typePeer reviewedno_NO
dc.subject.nsiVDP::Mathematics and natural science: 400::Mathematics: 410no_NO
dc.subject.nsiVDP::Social science: 200::Education: 280no_NO
dc.source.pagenumber1-20no_NO
dc.source.journalEducational Studies in Mathematicsno_NO
dc.identifier.doi10.1007/s10649-013-9489-z


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