Abstract
This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was enacted during the project. We studied these discrepancies, which we define as breaches in the research agreement created by both collaborators. We found breaches in three components of the agreement: in the discrepancies between what was planned and what happened during the enactment of the lesson in the resources used, in the pedagogies used, and in the tasks; in the initial roles agreed upon by both collaborators; and in the goals of the collaborators.
Highlights
Teacher professional development aims to improve the quality of teaching and learning in classrooms
Walshaw (2013) discusses these ethical issues of identity and power that may influence research results between members of a project with different cultural experiences and expertises. The results of this collaborative research show that breaches in the research agreement were present in the resources, the pedagogies used, and the tasks implemented during the enactment of the learning situations created for this collaborative research, which lead to minor substitution, major avoidance, and major structural tasks on the teacher‟s behalf
Out of those three breaches, we found that the last two had a major impact on the project because students were losing the opportunity to learn about probability, which was the mathematical core of the project
Summary
Teacher professional development aims to improve the quality of teaching and learning in classrooms. Results from research in education tend to feed the contents presented in professional development seminars, it is often criticized by its weak impact on classroom practices (Goos, 2008). This article presents a collaborative research initiated by a researcher in mathematics education (the first author), who is described as the researcher, and a grade 3 Inuit teacher from Nunavik, a circumpolar region in Quebec, who volunteered to participate in the project. This region suffered badly from the white colonialism.
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