The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers’ Collaboration

Boris Koichu

doi:10.1007/978-3-031-56488-8_7

The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers’ Collaboration

Boris Koichu

Department of Science Teaching

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Theorising is one of the most endorsed practices in contemporary mathematics education research. At the same time, such questions as “what counts for useful theorising?” and “how can theory inform practice?” are still subjects of debate. Arguably, this is in part because of the theoretical diversity characterising our field (e.g. Sriraman & English, 2010), and in part because of the diversity of approaches to handling the research-practice relationship (e.g. Schoenfeld, 2020).

Original language	English
Title of host publication	Teachers of Mathematics Working and Learning in Collaborative Groups
Subtitle of host publication	The 25th ICMI Study
Editors	Hilda Borko, Despina Potari
Publisher	Springer Science and Business Media B.V.
Pages	301-315
Number of pages	15
ISBN (Electronic)	978-3-031-56488-8
DOIs	https://doi.org/10.1007/978-3-031-56488-8_7
State	Published - 4 Jun 2024

Publication series

Name	New ICMI Study Series
Volume	Part F2945

ASJC Scopus subject areas

Mathematics (miscellaneous)
Education

Access to Document

10.1007/978-3-031-56488-8_7License: CC BY-NC-ND

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Koichu, B. (2024). The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers’ Collaboration. In H. Borko, & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups: The 25th ICMI Study (pp. 301-315). (New ICMI Study Series; Vol. Part F2945). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-3-031-56488-8_7

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Koichu, B 2024, The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers’ Collaboration. in H Borko & D Potari (eds), Teachers of Mathematics Working and Learning in Collaborative Groups: The 25th ICMI Study. New ICMI Study Series, vol. Part F2945, Springer Science and Business Media B.V., pp. 301-315. https://doi.org/10.1007/978-3-031-56488-8_7

The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers’ Collaboration. / Koichu, Boris.
Teachers of Mathematics Working and Learning in Collaborative Groups: The 25th ICMI Study. ed. / Hilda Borko; Despina Potari. Springer Science and Business Media B.V., 2024. p. 301-315 (New ICMI Study Series; Vol. Part F2945).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AB - Theorising is one of the most endorsed practices in contemporary mathematics education research. At the same time, such questions as “what counts for useful theorising?” and “how can theory inform practice?” are still subjects of debate. Arguably, this is in part because of the theoretical diversity characterising our field (e.g. Sriraman & English, 2010), and in part because of the diversity of approaches to handling the research-practice relationship (e.g. Schoenfeld, 2020).

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The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers’ Collaboration

Abstract

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ASJC Scopus subject areas

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