Building Alliances: A Partnership between a Middle School Mathematics Teacher and a University Researcher

Persistent Link:
http://hdl.handle.net/10150/195779
Title:
Building Alliances: A Partnership between a Middle School Mathematics Teacher and a University Researcher
Author:
Fernandes, Anthony
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This case study examined the evolution of a partnership between a middle school mathematics teacher and a university researcher around discussions on the content and teaching of mathematics. In particular, the study sought to examine the evolution of the partnership, the constraints present for the teacher and researcher, the impact of the partnership on the mathematical and pedagogical issues that arose in planning, teaching, and assessment, and the impact on the tasks that the teacher chose and implemented in the classroom. Drawing from the literature on collaborations and the emergent perspective, the evolution of the partnership occurred through three stages, determined by the content-teaching tensions. The first stage focused on the mathematics content, with the agenda being set and run by the researcher. The second stage gave rise to the content-teaching tensions as the teacher shifted the discussions from content to a focus on lesson planning and teaching. Tensions were resolved in the third stage with the teacher taking a proactive role in the discussions of lesson design and teaching. The mathematical issues in planning and teaching reflected the shift in the partnership where in the beginning the discussions focused on the mathematical content, later discussions centered on a combination of content, pedagogy, and student thinking. The assessment discussions addressed differences between the language of the curriculum and the district and state tests.The shift in the partnership can be attributed to the teacher's choice of high level mathematics tasks, the subsequent adoption of a conceptually based mathematics curriculum and the effective management of the dialectic tensions by both partners. This study illustrated that generating perturbations and effective management of dialectical tensions has the potential for a fruitful collaboration between teachers and researchers.
Type:
text; Electronic Dissertation
Keywords:
mathematics; professional development; partnership; collaborations; building learning communities
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Mathematics; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Wiles, Peter
Committee Chair:
Wiles, Peter

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleBuilding Alliances: A Partnership between a Middle School Mathematics Teacher and a University Researcheren_US
dc.creatorFernandes, Anthonyen_US
dc.contributor.authorFernandes, Anthonyen_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis case study examined the evolution of a partnership between a middle school mathematics teacher and a university researcher around discussions on the content and teaching of mathematics. In particular, the study sought to examine the evolution of the partnership, the constraints present for the teacher and researcher, the impact of the partnership on the mathematical and pedagogical issues that arose in planning, teaching, and assessment, and the impact on the tasks that the teacher chose and implemented in the classroom. Drawing from the literature on collaborations and the emergent perspective, the evolution of the partnership occurred through three stages, determined by the content-teaching tensions. The first stage focused on the mathematics content, with the agenda being set and run by the researcher. The second stage gave rise to the content-teaching tensions as the teacher shifted the discussions from content to a focus on lesson planning and teaching. Tensions were resolved in the third stage with the teacher taking a proactive role in the discussions of lesson design and teaching. The mathematical issues in planning and teaching reflected the shift in the partnership where in the beginning the discussions focused on the mathematical content, later discussions centered on a combination of content, pedagogy, and student thinking. The assessment discussions addressed differences between the language of the curriculum and the district and state tests.The shift in the partnership can be attributed to the teacher's choice of high level mathematics tasks, the subsequent adoption of a conceptually based mathematics curriculum and the effective management of the dialectic tensions by both partners. This study illustrated that generating perturbations and effective management of dialectical tensions has the potential for a fruitful collaboration between teachers and researchers.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectmathematicsen_US
dc.subjectprofessional developmenten_US
dc.subjectpartnershipen_US
dc.subjectcollaborationsen_US
dc.subjectbuilding learning communitiesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineMathematicsen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorWiles, Peteren_US
dc.contributor.chairWiles, Peteren_US
dc.contributor.committeememberCivil, Martaen_US
dc.contributor.committeememberMcGraw, Rebeccaen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.contributor.committeememberArenas, Albertoen_US
dc.identifier.proquest2258en_US
dc.identifier.oclc612065730en_US
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