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- Publisher
- Springer Journals
- Copyright
- Copyright © 2013 by FIZ Karlsruhe
- Subject
- Education; Mathematics Education; Mathematics, general
- ISSN
- 1863-9690
- eISSN
- 1863-9704
- DOI
- 10.1007/s11858-013-0553-z
- Publisher site
- See Article on Publisher Site
Abstract
The provision of quality learning experiences for teachers is critical to mathematics reform agendas aimed at equitable and culturally responsive teaching. In this paper we use an activity theory framework to explore one teacher’s learning journey. Drawing on the teacher’s self-report of his journey 1 year after his participation in an intervention designed to support the introduction of mathematical inquiry practices we examine those factors that supported expansive learning. In seeking to understand our pedagogical stance within the intervention we gained new insights into the provision of research based tools to support learning, the provision of space for individual and collective learning, and the provision of a safe learning environment both within the programme, the class, and the wider professional community. These factors are important in understanding transformational changes associated with ambitious pedagogy.
Journal
ZDM – Springer Journals
Published: Oct 30, 2013