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.
rv: