Abstract
This paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an inquiry-based developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, Learning Communities in Mathematics (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project Teaching Better Mathematics (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM.
Highlights
The activity we discuss in this paper involves development of the teaching and learning of mathematics, using an inquiry model
This means that the resource for implementation in Teaching Better Mathematics (TBM) is the developmental model developed in Learning Communities in Mathematics (LCM); the proponents (CRP) are the didacticians who designed the developmental model for LCM and the adapters (CRA) are the didacticians who Implementation of a developmental model of teachers' and didacticians’ learning through
We return to these five reasons at the end of the paper, when we have addressed implementation of TBM, and reflect on how this study informs us in the implementation process
Summary
The activity we discuss in this paper involves development of the teaching and learning of mathematics, using an inquiry model. Collaborative process through which people engage with and reflect on their activity, through which knowledge and expertise evolve, and through which those involved grow and develop personal awareness and being. Important issues in this process of development are the emerging contradictions in the form of tensions the participants experience and how they impact the outcomes of the activity. We identify key factors in the implementation process and the associated developmental outcomes
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