Repositioning Ourselves: acknowledging contradiction
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Bolema: Boletim de Educação Matemática |
Texto Completo: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/9118 |
Resumo: | Abstract The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity. Keywords: Self-study. Mathematics teacher professional development. Teaching practices. Research practices. Living-contradictions. |
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Repositioning Ourselves: acknowledging contradictionAbstract The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity. Keywords: Self-study. Mathematics teacher professional development. Teaching practices. Research practices. Living-contradictions.UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas2014-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/9118Bolema: Boletim de Educação Matemática; v. 28 n. 49 (2014); 990-10111980-44150103-636Xreponame:Bolema: Boletim de Educação Matemáticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/9118/6276Cox, DanaD'Ambrosio, Beatriz SilvaKeiser, JaneNaresh, Nirmalainfo:eu-repo/semantics/openAccess2015-10-14T00:03:06Zoai:periodicos.rc.biblioteca.unesp.br:article/9118Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/PUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/oaibolema.contato@gmail.com||romiarka@gmail.com1980-44150103-636Xopendoar:2015-10-14T00:03:06Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Repositioning Ourselves: acknowledging contradiction |
title |
Repositioning Ourselves: acknowledging contradiction |
spellingShingle |
Repositioning Ourselves: acknowledging contradiction Cox, Dana |
title_short |
Repositioning Ourselves: acknowledging contradiction |
title_full |
Repositioning Ourselves: acknowledging contradiction |
title_fullStr |
Repositioning Ourselves: acknowledging contradiction |
title_full_unstemmed |
Repositioning Ourselves: acknowledging contradiction |
title_sort |
Repositioning Ourselves: acknowledging contradiction |
author |
Cox, Dana |
author_facet |
Cox, Dana D'Ambrosio, Beatriz Silva Keiser, Jane Naresh, Nirmala |
author_role |
author |
author2 |
D'Ambrosio, Beatriz Silva Keiser, Jane Naresh, Nirmala |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Cox, Dana D'Ambrosio, Beatriz Silva Keiser, Jane Naresh, Nirmala |
description |
Abstract The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity. Keywords: Self-study. Mathematics teacher professional development. Teaching practices. Research practices. Living-contradictions. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-08-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/9118 |
url |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/9118 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/9118/6276 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas |
publisher.none.fl_str_mv |
UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas |
dc.source.none.fl_str_mv |
Bolema: Boletim de Educação Matemática; v. 28 n. 49 (2014); 990-1011 1980-4415 0103-636X reponame:Bolema: Boletim de Educação Matemática instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Bolema: Boletim de Educação Matemática |
collection |
Bolema: Boletim de Educação Matemática |
repository.name.fl_str_mv |
Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
bolema.contato@gmail.com||romiarka@gmail.com |
_version_ |
1800215875426451456 |