Professional learning through teacher-researcher collaborations

• Autores: Jennifer Mayer, Mary Ann Huntley, Nicole L. Fonger, Maria S. Terrell, Fran Arbaugh (coord.), Ann M. Schlemper (coord.)
• Localización: Mathematics teacher, ISSN-e 2330-0582, ISSN 0025-5769, Vol. 112, Nº 5, 2019, págs. 382-385
• Idioma: inglés
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• Resumen

  • Mayer et al extend the statement that teachers should engage in research studies by making the case that the very nature of some research questions, those which do not arise from practice but are more theoretical in nature, also benefit from teacher-researcher collaborations. To do this, they provide an example of a collaboration that occurred among mathematics education researchers, a mathematician, and a high school mathematics teacher in the context of a textbook analysis project. This collaboration led to valuable teacher professional development that encouraged deep self-reflection and resulted in profound changes to my teaching practice.