The relationship of theory and practice in mathematics teacher professional development: An activity theory perspective

被引：16
作者：
Potari D. [1 ]
机构：
[1] Department of Mathematics, University of Athens, Athens
来源：
ZDM | 2013年 / 45卷 / 4期
关键词：
Activity theory; Mathematics teacher education; Professional learning; Research-practice relationship;
D O I：
10.1007/s11858-013-0498-2
中图分类号：
学科分类号：
摘要：
This paper describes certain interactions between the activity of "teaching" and the activity of "researching" in which the teachers participate in a 52-h professional development course aiming to introduce them to research in mathematics education as a tool for inquiry in their teaching. The teachers are involved in different research tasks such as: reading and presenting research papers; analyzing classroom dialogues and tasks; and designing, implementing, and evaluating collaboratively a classroom teaching intervention. From an activity theory (AT) perspective, and in particular Engeström's (2001) third generation AT, distinguish two activity systems, the activity system of research and the activity system of teaching, to identify links that the participating teachers make. These links indicate the development of an inquiring stance to mathematics teaching and learning as a means of professional learning. © 2013 FIZ Karlsruhe.
引用
收藏
页码：507 / 519
页数：12
相关论文
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