Journal of Mathematics Teacher Education

, Volume 13, Issue 6, pp 473–485 | Cite as

Teachers’ and researchers’ collaboration in analysing mathematics teaching: A context for professional reflection and development

  • Despina Potari
  • Haralambos Sakonidis
  • Roula Chatzigoula
  • Alexandros Manaridis


The study reported here concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting an emerging community of inquiry into mathematics teaching. In the article, the process of the forming of this community is discussed, focusing on the reflective activity developed by its members as well as the tensions and conflicts that emerged in the shaping of an inquiry identity by them. Furthermore, shifts in the mode of participation in the community and thus learning gains of all members are identified, with the teachers gradually developing an awareness of teaching practice in general, and the researchers becoming progressively acquainted with the reflexive relationship between inquiring into teaching practice and teachers’ professional development.


Teachers’ and researchers’ collaboration Community of inquiry Co-learning Mathematics teaching 


  1. Edwards, T. G., & Hensien, S. M. (1999). Changing instructional practice through action research. Journal of Mathematics Teacher Education, 2, 187–206.CrossRefGoogle Scholar
  2. Goodwell, J. E. (2006). Using critical incidents reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9, 221–248.CrossRefGoogle Scholar
  3. Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11, 41–60.CrossRefGoogle Scholar
  4. Jaworski, B. (2001). Developing mathematics teaching: teachers, teacher educators, and researchers as co-learners. In F.-L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 295–320). Dordrecht, The Netherlands: Kluwer.Google Scholar
  5. Jaworski, B. (2003). Research practice into/influencing mathematics teaching and learning development: Towards a theoretical framework based on co-Learning Partnerships. Educational Studies in Mathematics, 54, 249–282.CrossRefGoogle Scholar
  6. Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187–211.CrossRefGoogle Scholar
  7. Jaworski, B. (2008). Building and sustaining inquiry communities in mathematics teaching development. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education (pp. 309–330). Rotterdam: Sense Publishers.Google Scholar
  8. Krainer, K. (2006). Editorial. Journal of Mathematics Teacher Education, 9, 213–219.CrossRefGoogle Scholar
  9. Krainer, K. (2008). Researchers and their roles in teacher education. Journal of Mathematics Teacher Education, 11, 253–257.CrossRefGoogle Scholar
  10. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar
  11. Matos, J. F., Powell, A., & Sztajn, P. (2009). Mathematics teachers’ professional development: Processes of learning in and from practice. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics: the 15th ICMI study (pp. 167–183). New York: Springer.CrossRefGoogle Scholar
  12. McGraw, R., Arbaugh, F., Lynch, K., & Brown, C.A. (2003). Mathematics teacher professional development as the development of communities of practice. In N. A. Pateman, B. J. Dougherty & J. T. Zilliox (Eds.), Proceedings of the 27th International Conference for the Psychology of Mathematics Education, (Vol. 3, pp. 269-276). Honolulu: University of Hawaii.Google Scholar
  13. Raymond, A. M., & Leinebah, M. (2000). Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher’s development. Educational Studies in Mathematics, 41, 283–307.CrossRefGoogle Scholar
  14. Ruthven, K. (2002). Linking Researching with Teaching: Towards synergy of scholarly and craft Knowledge. In L. D. English (Ed.), Handbook of international research in mathematics education (pp. 581–598). London: Lawrence Erlbaum.Google Scholar
  15. Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.Google Scholar
  16. Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Boston, MA: Harvard Business School Press.Google Scholar
  17. Zaslavsky, O., & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7, 5–32.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  • Despina Potari
    • 1
  • Haralambos Sakonidis
    • 2
  • Roula Chatzigoula
    • 3
  • Alexandros Manaridis
    • 4
  1. 1.Mathematics DepartmentUniversity of AthensAthensGreece
  2. 2.Democritus University of ThraceNew Chili, AlexandroupolisGreece
  3. 3.Theomitor Secondary SchoolIlioupoli, AthensGreece
  4. 4.Secondary School of Athens CollegePalaio Psychiko, AthensGreece

Personalised recommendations