Studying the breaches in a collaborative research project in mathematics education: Making sense of the adaptations
This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was ena...
| Published in: | Journal of Pedagogical Research |
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| Main Authors: | , |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Journal of Pedagogical Research
2020
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| Subjects: | |
| Online Access: | https://doi.org/10.33902/JPR.2020062686 https://www.ijopr.com/download/studying-the-breaches-in-a-collaborative-research-project-in-mathematics-education-making-sense-of-8472.pdf https://doaj.org/article/fac9ea783deb4407b9388d78fbaeec39 |
| Summary: | This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was enacted during the project. We studied these discrepancies, which we define as breaches in the research agreement created by both collaborators. We found breaches in three components of the agreement: in the discrepancies between what was planned and what happened during the enactment of the lesson in the resources used, in the pedagogies used, and in the tasks; in the initial roles agreed upon by both collaborators; and in the goals of the collaborators. |
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