Mathematics teacher educators’ work to foster an inquiry community

Abstract

For several years, the study of mathematics teacher educators (MTEs) has been considered central in research. The present study is focused, in particular, on MTE expertise in generating documents for the work with teachers, during a professional development (PD) program. We aim to analyse how MTEs generate documents coherently with the goal they have set for the PD program itself. In the case study presented in this paper, MTEs’ goal is building an inquiry community with the teachers. The results illustrate what kind of resources are involved in MTEs’ documentational genesis and how MTEs’ choices in their documentation work are connected with their goal for the PD program.