Collaborative inquiry into mathematics teaching developing a partnership in researching practice in primary grades and teacher education
iii Agrip vii Acknowledgements xi 1 Introduction 1 2 Situating the research in Icelandic context and relating to international perspectives in mathematics education 7 2.1 Classroom cultures and teacher development in Iceland 7 2.2 Mathematics teacher development in other countries 11 2.3 Educational research and professionalism 18 2.4 Summary 24 Part I: Developing as a professional: teacher, teacher educator, researcher and doctoral student 25 3 Professional background and former research 27 3.1 The teacher learning in the classroom 28 3.2 Teacher development through reflective discussions 30 3.3 Grappling with the identity of becoming a teacher 31 3.4 Teaching mathematics in diverse classrooms 35 3.5 Other projects running alongside with the doctoral studies 36 3.6 Summary 37 4 Theoretical perspectives on learning and development 39 4.1 Constructivist perspectives 39 4.1.1 Piaget's theories of child development 40 4.1.2 Constructivism 42 4.2 Sociocultural perspectives 48 4.2.1 Vygotsky's theories of child development 49 4.2.2 Adopting the zone theory to work with teachers 54 4.3 Communities of mathematics learning in schools 56 4.3.1 Situated practice 57 4.3.2 Creating communities of mathematics learning 59 4.4 Communities of reflective practice 64 4.4.1 Professional practice in classroom communities 64 4.4.2 Reflection on and in teaching 67 4.5 Summary 73