id: 06457017
dt: j
an: 2015d.00072
au: Bleiler, Sarah K.
ti: Increasing awareness of practice through interaction across communities:
the lived experiences of a mathematician and mathematics teacher
educator.
so: J. Math. Teach. Educ. 18, No. 3, 231-252 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: B50 B40 D39 C20
ut: situated learning; mathematics teacher education; higher education;
faculty; professional development; community of practice
ci:
li: doi:10.1007/s10857-014-9275-6
ab: Summary: Collaborations between mathematicians and mathematics teacher
educators are increasingly being expected, and realized, within the
context of mathematics teacher education. Most research related to
collaborative efforts between members of the mathematics and
mathematics education communities has focused on the products, rather
than the process of collaboration. In this article, I present the
results of an interpretative phenomenological analysis investigating
the lived experiences of a mathematician and a mathematics teacher
educator as they team-taught a mathematics content and mathematics
methods course for prospective secondary mathematics teachers. I
present extracts from interviews to illustrate the instructors’
perceptions that through collaboration and participation in the
practice of the “other," they were able to increase the awareness of
their own practice and the practices characterizing their respective
communities. The results of this study illustrate the potential of
collaboration across these communities as a form of professional
development for mathematics and mathematics education faculty.
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