Mathematics teaching development as a human practice: Identifying and drawing the threads

ZDM - Mathematics Education

Volumn 44, Issue 5, 2012, Pages 613-625

  Jaworski, Barbara ^a  

^a LOUGHBOROUGH UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892855176     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-012-0437-7     Document Type: Article

References (41)

1. Apter, M. (1989). Negativism and the sense of identity. In G. Breakwell (Ed.), Threatened identities. London: Wiley.
2. Bartolini Bussi, M. G. (1998). Joint activity in mathematics classrooms: A Vygotskian analysis. In F. Seeger, J. Voigt, & U. Waschescio (Eds.), The culture of the mathematics classroom. Cambridge: University of Cambridge.
3. Boaler, J. (1997). Experiencing school mathematics. Buckingham: Open University Press.
4. Boaler, J., & Wiliam, D. (2001). 'We've still got to learn!' Students' perspectives on ability grouping and mathematics achievement. In P. Gates (Ed.), Issues in mathematics teaching (pp. 77-92). London: Taylor and Francis.
5. Edwards, D., & Mercer, N. (1987). Common knowledge. London: Falmer Press.
6. Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.
7. Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press.
8. Freudenthal, H. (1978). Weeding and sowing. Dordrecht: D. Reidel Publishing Co.
9. Gates, P. (1989). Developing consciousness and pedagogical knowledge through mutual observation. In P. Woods (Ed.), Working for teacher development (pp. 11-38). London: Taylor and Francis.
10. Gee, J. P. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25, 99-126.
11. Harré, R. (1998). The singular self. London: Sage Publications.
12. Heron, J. (1992). Feeling and personhood: Psychology in another key. London: Sage Publications.
13. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
14. Jaworski, B. (1990). Video as a tool for teachers' professional development. British Journal of In-service Education, 16(1), 60-65.
15. Jaworski, B. (1994). Investigating mathematics teaching: A constructivist enquiry. London: Falmer Press.
16. Jaworski, B (1996). A study of teacher enquiry into the processes of mathematics teaching. In Proceedings of the international group for the psychology of mathematics education (Vol. 3, pp. 129-136). Valencia: Universitat de Valencia.
17. Jaworski, B. (1998). Mathematics teacher research: Process practice and the development of teaching. Journal of Mathematics Teacher Education, 1(1), 3-31.
18. Jaworski, B. (2004). Grappling with complexity: Co-learning in inquiry communities in mathematics teaching development. In M. J. Høines & A. B. Fuglestad (Eds.), Proceedings of the 28th conference of the international group for the psychology of mathematics education (Vol. X, pp. 17-32). Bergen: Bergen University College.
19. Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187-211.
20. Jaworski, B. (2008). Development of the mathematics teacher educator and its relation to teaching development. In B. Jaworski & T. Wood (Eds.), International handbook of mathematics teacher education, mathematics teacher educator as a developing professional (Vol. 4, pp. 335-361). The Netherlands: Sense Publishers.
21. Jaworski, B. (2011). Teaching mathematics to address fundamental human rights. Utrecht: Freudenthal Institute, University of Utrecht.
22. Jaworski, B., & Potari, D. (2009). Bridging the macro-micro divide: Using an activity theory model to capture complexity in mathematics teaching and its development. Educational Studies in Mathematics, 72, 219-236.
23. Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the radical constructivist paradigm. Journal for Research in Mathematics Education, 27(2), 133-150.
24. Mason, J., Burton, L., & Stacey, K. (1982). Developing mathematical thinking. London: Addison Wesley.
25. McIntyre, D. (1993). Theory, theorizing and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualising reflection in teacher development (pp. 39-52). London: Falmer.
26. Nardi, E., & Steward, S. (2003). Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal, 29(3), 345-368.
27. Nolder, R. (1992). Bringing teachers to the centre of the stage. Unpublished PhD thesis, University of London, Kings College.
28. Open University. (1988). ME234: Using mathematical thinking, video anthology. Milton Keynes: Open University.
29. Potari, D., & Jaworski, B. (2002). Tackling complexity in mathematics teacher development: Using the teaching triad as a tool for reflection and enquiry. Journal of Mathematics Teacher Education, 5(4), 351-380.
30. Pring, R. (2004). Philosophy of education. London: Continuum.
31. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
32. Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics images. Journal of Mathematics Teacher Education, 4(1), 3-28.
33. Skovsmose, O., & Säljö, R. (2008). Learning mathematics through inquiry. NOMAD, 13, 31-51.
34. Stenhouse, L. (1984). Evaluating curriculum evaluation. In C. Adelman (Ed.), The politics and ethics of education. London: Croom Helm.
35. Sutherland, R. (2007). Teaching for learning mathematics. London: Open University Press.
36. Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
37. Wells, G. (Ed.). (2001). Action, talk and text: Learning and teaching through inquiry. NY: Teachers College Press.
38. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
39. Wilson, H., & Goldenburg, M. P. (1998). Some conceptions are difficult to change: One middle school mathematics teacher's struggle. Journal of Mathematics Teacher Education, 1(3), 269-293.
40. Zack, V., Mousley, J., & Breen, C. (1997). Developing practice: Teachers' inquiry and educational change. Victoria: Deakin University.
41. Zaslavsky, O., & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 1, 5-32.