Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: boundary-crossing in professional development

Cooper, Jason

doi:10.1007/s11858-018-0995-4

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…The authors stress both the importance of discussing and reflecting as a decisive part of the 'collective enterprise' of a Lesson Study group, and the critical role of 'knowledgeable others', in particular fostering "structured and theoretically informed observation and reflection" (p. 338) (Diagram 8.1). (Cooper, 2019) Relevant Actors Approximately 20 primary mathematics teachers, two research mathematicians and one broker ("participant-observer researcher", "I", "author", "PhD in mathematics education") from one university were the stakeholders in the project.…”

Section: Research Resultsmentioning

confidence: 99%

Capturing Collaboration in Mathematics Teacher Education, in Terms of Relevant Actors, Targets and Environments

Krainer,

Roesken-Winter,

Spreitzer

2024

New ICMI Study Series

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The discussion document Teachers of mathematics working and learning in collaborative groups (IPC, 2019) identifies "Roles, identities and interactions of various participants in mathematics teacher education" as one of four major themes needing further elaboration. In regard to this Theme C, the document indicates, among others, that collaborative groups can include different 'actors' in various combinations. These actors can have a variety of roles, which can shift over time. In collaborative interactions, the learning of all participants is also important. The document indicates six 'actors' in an exemplary way.It is easy to increase this list by including, besides mathematics teachers themselves, other individuals such as teachers of other subjects, lead teachers or teacher leaders, department heads, principals, parents, teacher students, students, critical friends, facilitators, coaches, mentors, mediators, designers, multipliers, mathematics teacher educators, mathematicians, researchers, administrators, superintendents or policy makers-and even this extensive list is not exhaustive at all. In addition, also organisational entities like departments, schools, school boards, districts, committees, ministries or enterprises can be environments relevant to a collaboration: for example, by influencing the goals, processes and results of collaborative activities which take place in projects, programs, teams, communities of practice, networks,

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Section: Research Resultsmentioning

confidence: 99%

Capturing Collaboration in Mathematics Teacher Education, in Terms of Relevant Actors, Targets and Environments

Krainer,

Roesken-Winter,

Spreitzer

2024

New ICMI Study Series

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“…One reason for this is that when external stakeholders are introduced to practitioners, lines of demarcation between different communities start to shift, which is often associated with critical dynamics (Chang, 2020 ; Willegems et al, 2016 ), and questions arise about the legitimacy and credibility of new actors involved in brokering activity. Positive outcomes were only reported regarding teacher educators using their potential to be brokers (Cooper, 2019 ; Wong, 2012 ). Being highly credible as educational experts and having enough legitimacy to act as change agents, teacher educators can change the rationale of teaching (Wong, 2012 ) and support capacity building of teachers’ scientific reasoning (Cooper, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…Positive outcomes were only reported regarding teacher educators using their potential to be brokers (Cooper, 2019 ; Wong, 2012 ). Being highly credible as educational experts and having enough legitimacy to act as change agents, teacher educators can change the rationale of teaching (Wong, 2012 ) and support capacity building of teachers’ scientific reasoning (Cooper, 2019 ). Especially in the role of co-mentors, teacher educators seem to be the most effective when changing educational practice (Willegems et al, 2016 ; Wong, 2012 ).…”

Section: Resultsmentioning

confidence: 99%

Bridging gaps: a systematic literature review of brokerage in educational change

Rechsteiner,

Kyndt,

Compagnoni

et al. 2023

J Educ Change

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Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The brokerage concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors (brokers) link loosely coupled or disconnected individuals (brokering). However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings.

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“…To understand better what we mean, let us consider, for example, the study by Cooper (2019) that was analysed by Krainer, Roesken-Winter and Spreitzer (Chap. 8, this volume), using the RATE tool to highlight the relationships among Actors, Goals and Relevant Environments.…”

Section: Different Forms and Meanings Of Collaborationmentioning

confidence: 99%

Advances and Challenges of Collaboration as a Learning and Research Field for Mathematics Teachers

Fiorentini,

Losano

2024

New ICMI Study Series

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Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: boundary-crossing in professional development

Cited by 8 publications

References 14 publications

Capturing Collaboration in Mathematics Teacher Education, in Terms of Relevant Actors, Targets and Environments

Capturing Collaboration in Mathematics Teacher Education, in Terms of Relevant Actors, Targets and Environments

Bridging gaps: a systematic literature review of brokerage in educational change

Advances and Challenges of Collaboration as a Learning and Research Field for Mathematics Teachers

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