ABSTRACT

This paper focuses on the development of a model of research and professional development which aims to bring about transformations in classroom practice in situations that have previously proved resistant to change. We explore reasons why conventional models have failed to address one such situation, the continuing predominance of teacher-centred pedagogies in mathematics classrooms. We draw on findings from the Visible Mathematics Pedagogy research project to highlight how a critical model of participatory action research can be refined to enhance its potential to bring about changes in classroom practice. We report on research tools and processes that were developed, distinct from those commonly used in research, including the organisation of research team meetings around participatory principles, the active involvement of teachers in designing and employing data collection tools, and in generating protocols associated with video-stimulated reflection. We demonstrate how these research tools and processes enhanced collaboration and teacher agency, the trustworthiness of the research findings and teachers’ critical reflection on existing practice. We argue that our refined model of participatory action research can inform and support teachers and researchers wishing to transform classroom practice, especially in situations analogous to many mathematics classrooms, in which conventional models have had limited impact.

摘要

本文侧重于研究和专业发展模式的发展，旨在在以前证明难以改变的情况下实现课堂实践的转变。我们探讨了传统模型未能解决这样一种情况的原因，即以教师为中心的教学法在数学课堂中的持续主导地位。我们利用可见数学教育学研究项目的发现来强调如何改进参与式行动研究的关键模型，以增强其带来课堂实践变化的潜力。我们报告了与研究中常用的不同的研究工具和过程，包括围绕参与原则组织研究团队会议，教师积极参与设计和使用数据收集工具，以及制定与视频刺激反射相关的协议。我们展示了这些研究工具和过程如何增强协作和教师代理、研究结果的可信度以及教师对现有实践的批判性反思。我们认为，我们改进的参与式行动研究模型可以为希望改变课堂实践的教师和研究人员提供信息和支持，特别是在类似于许多数学课堂的情况下，传统模式的影响有限。研究结果的可信度和教师对现有实践的批判性反思。我们认为，我们改进的参与式行动研究模型可以为希望改变课堂实践的教师和研究人员提供信息和支持，特别是在类似于许多数学课堂的情况下，传统模式的影响有限。研究结果的可信度和教师对现有实践的批判性反思。我们认为，我们改进的参与式行动研究模型可以为希望改变课堂实践的教师和研究人员提供信息和支持，特别是在类似于许多数学课堂的情况下，传统模式的影响有限。