Theorizing collaborative mathematics teacher learning in communities of practice
By: Bannister, Nicole A.
Material type:
ArticleDescription: p.125 - 139.Subject(s): Frame analysis | Mathematics teacher learning | Professional learning communityDDC classification: 510.7 / Ban
In:
Journal for Research in Mathematics Education, 49(2) March 2018Summary: Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden its research agendas beyond individual classrooms to teacher collectives so that our combined efforts have a greater positive impact on how people experience mathematics in and out of school.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Journal Article | Article | 510.7 / Ban (Browse shelf) | Available | ar3555 |
Total holds: 0
Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden its research agendas beyond individual classrooms to teacher collectives so that our combined efforts have a greater positive impact on how people experience mathematics in and out of school.
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