Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/29023
Title: Boundary Objects in Mathematics Education and Their Role Across Communities of Teachers and Researchers in Interaction
Contributor(s): Robutti, Ornella (author); Aldon, Gilles (author); Cusi, Annalisa (author); Olsher, Shai (author); Panero, Monica (author); Cooper, Jason (author); Carante, Paola (author); Prodromou, Theodosia  (author)orcid 
Publication Date: 2020
Early Online Version: 2019-12-09
DOI: 10.1163/9789004419230_009
Handle Link: https://hdl.handle.net/1959.11/29023
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 939999 Education and Training not elsewhere classified
Socio-Economic Objective (SEO) 2020: undefined
Abstract: 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.
Publication Type: Book Chapter
Source of Publication: Participants in Mathematics Teacher Education, p. 211-240
Publisher: Brill Sense
Place of Publication: Leiden, The Netherlands
ISBN: 9789004419230
9789087905484
9789004419223
HERDC Category Description: B1 Chapter in a Scholarly Book
Series Name: The International Handbook of Mathematics Teacher Education
Series Number : 3
Editor: Editor(s): Gwendolyn M Lloyd and Olive Chapman
Appears in Collections:Book Chapter
School of Education

Files in This Item:
2 files
File Description SizeFormat 
Show full item record

Page view(s)

848
checked on Dec 7, 2021

Download(s)

4
checked on Dec 7, 2021
Google Media

Google ScholarTM

Check

Altmetric

WEB OF SCIENCETM
Citations

 

Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.