Mathematics teaching development: Learning from developmental research in Norway

Abstract

This paper is a product of mathematics teaching developmental research projects based on establishing communities of inquiry comprising schoolteachers working at all grades and university-based teacher educator/researchers (didacticians). The projects are established on the principle that teachers taking an inquiry stance in their practice can assert their agency to develop their teaching to enable improved learning experiences for their students. The educational context and the societal pressure to develop mathematics teaching in Norway where the projects were implemented are described. A case study of a group of upper secondary teachers who are working together with didacticians within the topic of algebra is briefly outlined. A descriptive analysis of the case calls into question the fundamental developmental principles upon which the projects are established. Teaching is observed to exist in alignment to regular practice through the interaction of strong constitutional, institutional, social and professional forces, which inquiry alone appears unable to realign. Teaching development occurs through a gradual extrapolation of practice as teachers implement approaches that they learn from the experience of others and imagine into their own practice.