Changing Roles and Identities in the Construction of a Community of Mathematical Inquiry

Source: Journal of Mathematics Teacher Education, Volume 13, Number 5, 397-409. (October, 2010).

This paper outlines how a teacher and researcher worked together in a collaborative partnership.
The author uses a purposely designed communication and participation framework as a tool to scaffold development of collective reasoning in the inquiry community.

The findings illustrate the interconnections between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students.
Explanations are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge. This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate ways.