Mathematics Professional Development Researchers as Stakeholders

Detalhes bibliográficos
Autor(a) principal: Sztajn, Paola
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25749/sis.3713
Resumo: In this paper I argue that since the publication of The Reflective Practitioner (Schön, 1983), mathematics professional development researchers have focused on bringing teachers’ knowledge to the foreground, leaving behind the value of their own research community’s knowledge. I revisit Schön’s criticism of the technical rationality and use examples from my own practice in mathematics professional development to suggest that instead of continuing to reject technical rationality, mathematics professional development researchers should consider a revised version of it to move the field forward: one that values both teachers’ and researchers’ knowledge.
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spelling Mathematics Professional Development Researchers as StakeholdersArticlesIn this paper I argue that since the publication of The Reflective Practitioner (Schön, 1983), mathematics professional development researchers have focused on bringing teachers’ knowledge to the foreground, leaving behind the value of their own research community’s knowledge. I revisit Schön’s criticism of the technical rationality and use examples from my own practice in mathematics professional development to suggest that instead of continuing to reject technical rationality, mathematics professional development researchers should consider a revised version of it to move the field forward: one that values both teachers’ and researchers’ knowledge.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2013-12-19T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.3713eng2182-96402182-8474Sztajn, Paolainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:36Zoai:ojs.revistas.rcaap.pt:article/3713Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:49.090716Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Mathematics Professional Development Researchers as Stakeholders
title Mathematics Professional Development Researchers as Stakeholders
spellingShingle Mathematics Professional Development Researchers as Stakeholders
Sztajn, Paola
Articles
title_short Mathematics Professional Development Researchers as Stakeholders
title_full Mathematics Professional Development Researchers as Stakeholders
title_fullStr Mathematics Professional Development Researchers as Stakeholders
title_full_unstemmed Mathematics Professional Development Researchers as Stakeholders
title_sort Mathematics Professional Development Researchers as Stakeholders
author Sztajn, Paola
author_facet Sztajn, Paola
author_role author
dc.contributor.author.fl_str_mv Sztajn, Paola
dc.subject.por.fl_str_mv Articles
topic Articles
description In this paper I argue that since the publication of The Reflective Practitioner (Schön, 1983), mathematics professional development researchers have focused on bringing teachers’ knowledge to the foreground, leaving behind the value of their own research community’s knowledge. I revisit Schön’s criticism of the technical rationality and use examples from my own practice in mathematics professional development to suggest that instead of continuing to reject technical rationality, mathematics professional development researchers should consider a revised version of it to move the field forward: one that values both teachers’ and researchers’ knowledge.
publishDate 2013
dc.date.none.fl_str_mv 2013-12-19T00:00:00Z
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.25749/sis.3713
url https://doi.org/10.25749/sis.3713
dc.language.iso.fl_str_mv eng
language eng
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2182-8474
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dc.publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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