Collaborative work between teachers and researchers in Mathematics Education: From reflection on practices to the elaboration of analysis axes for teaching

Abstract

Results from a research, which studies elaborations that take place when teachers and researchers in mathematics education collaborate to analyse teaching problems, are shared in this paper. Discussions held with a group of teachers and the head of a primary school in Buenos Aires suburbs gave rise to some elaborations. Three dimensions of analysis support them: relationships between personal and group interactions teachers and students hold, different levels in which teachers can help their students to contribute to learning progress and mediations to make certain knowledge available as a resource. Within the framework of these discussions, it becomes visible the pair decision to teach - reasons that support it as a basis for the construction of some criteria to guide teaching action. Little by little, an initial state of uncertainty in which teachers think about themselves is leading to an acknowledgment of the complexity of teaching when they decide to incorporate students contributions into the treatment of mathematical concepts in the classroom.