TY - CHAP
T1 - BOUNDARY OBJECTS IN MATHEMATICS EDUCATION AND THEIR ROLE ACROSS COMMUNITIES OF TEACHERS AND RESEARCHERS IN INTERACTION
AU - Robutti, Ornella
AU - Aldon, Gilles
AU - Cusi, Annalisa
AU - Olsher, Shai
AU - Panero, Monica
AU - Cooper, Jason
AU - Carante, Paola
AU - Prodromou, Theodosia
N1 - Publisher Copyright: © 2020 by Koninklijke Brill NV, Leiden, The Netherlands.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - 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 propose 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.
AB - 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 propose 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.
UR - http://www.scopus.com/inward/record.url?scp=85085378279&partnerID=8YFLogxK
U2 - 10.1163/9789004419230-009
DO - 10.1163/9789004419230-009
M3 - Chapter
SN - 9789004419216
SN - 978-90-8790-548-4
SN - 978-90-04-41922-3
SN - 9789004419230
VL - 3
T3 - 3
SP - 211
EP - 240
BT - International Handbook of Mathematics Teacher Education
A2 - Lloyd, Gwendolyn M.
A2 - Chapman, Olive
A2 - M. Lloyd, Gwendolyn
CY - Leiden, The Netherlands
ER -