Teacher-researcher collaboration as Formative Intervention and Expansive Learning Activity
2015 (English)In: CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer and Naďa Vondrová, Prague: Charles University, Faculty of Education and ERME , 2015, 3029-3035 p.Conference paper (Refereed)
Extended teacher-researcher collaboration is reported in this paper, by drawing upon cultural historical activity theory (CHAT) perspectives. Teaching is herein conceived as dialectical practice in which teachers are both shaped by and shape instructional practices. Three instructional interventions conducted at a Grade four mathematics classroom in Sweden constitute and exemplify the construct of Formative Intervention. Teacher-researcher collaboration which paralleled such conduct next exemplifies the construct of Expansive learning activity. Such transformation and change sheds light on how mid-level taken for granted phenomena in schools can be worked with and around, besides contributing to the motivational sphere of students and teachers.
Place, publisher, year, edition, pages
Prague: Charles University, Faculty of Education and ERME , 2015. 3029-3035 p.
CHAT perspectives, collective unit of analysis, transformative agency, Formative intervention, Expansive learning activity
IdentifiersURN: urn:nbn:se:umu:diva-99486ISBN: 978-80-7290-844-8OAI: oai:DiVA.org:umu-99486DiVA: diva2:787110
Ninth Congress of European Research in Mathematics Education (CERME9), 4-8 February, Prague, Czech Republic