Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Myriam Goor
Weizmann Institute of Science
⬇ Download PDFDiscussions between mathematicians and secondary mathematics teachers are important for addressing shared concerns about mathematics teaching, yet productive dialogue across these professional boundaries is challenging. This study examines how mathematicians and secondary mathematics teachers engage in dialogical learning during a joint discussion of how students experience a university preparatory mathematics course. Drawing on the literature on boundary crossing, the analysis focuses on dialogical learning mechanisms to explore how differences between perspectives are articulated and engaged with in interaction. The findings show how processes of identification and reflection can support the re-framing of the problem under discussion, contributing to the emergence of a shared problem space.
mathematicianscross-community dialoguetransition from school to university.