Robutti, Ornella

Aldon, Gilles

Cusi, Annalisa

Olsher, Shai

Panero, Monica

Cooper, Jason

Carante, Paola

Prodromou, Theodosia

2020

Studying interactions across communities of mathematics teachers and educational researchers in professional development poses theoretical challenges. The authors suggest that it may be productive to view such encounters as the meetings of two professional communities that have different, possibly conflicting perspectives on the theory and practice of mathematics education. Drawing on the notions of boundary objects and boundary-crossing, the authors pose a framework for how teachers and researchers may learn from and with each other through joint work on common objects, through which they can explicate, reflect upon and modify their perspectives. Through the analysis of three educational projects from different countries - Italy, France and Israel - the authors describe ways in which the structure of boundary objects supports various aspects of dialogical learning, thus providing an initial frame for the proposed theoretical constructs.

Participants in Mathematics Teacher Education, p. 211-240

9789004419230

9789087905484

9789004419223

https://hdl.handle.net/1959.11/29023

en

Brill Sense

The International Handbook of Mathematics Teacher Education

2

Boundary Objects in Mathematics Education and Their Role Across Communities of Teachers and Researchers in Interaction

Book Chapter

Publication