Mathematics teachers' meaning making – Problematizing the process of learning in and from daily practice

Helén Sterner (1)

1 Linnaeus University

Mathematics teachers’ development and the understanding of what constitutes learning are an on going topic and highlighting the complexity in the processes of learning in and from practice. This study builds on the idea that mathematics teachers’ professional development needs to be based on their classroom practice (Goodchild, 2008; Kazemi & Franke, 2004). Teacher participating in a working group, a learning community, and reflect on their own teaching and students learning. Working collaborative the mathematics teacher developed understanding of mathematical communication and mathematical reasoning in their teaching algebra.

Mots clés: Developmental research project; mathematical communication and mathematical reasoning

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Helén Sterner. Mathematics teachers' meaning making – Problematizing the process of learning in and from daily practice. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2963-2964. ⟨hal-01289679⟩