“You don’t ask Paul Simon to do a duet with Nickelback”: Examining mathematics teacher collaboration
Document Type
Conference Proceeding
Publication Date
2015
Abstract
Utilizing narrative inquiry, this study documents the experiences of one middle level mathematics teacher (Andrew) as he works to design mathematics lessons focused on student empowerment and power-sharing. We share snapshots of Andrew’s three-year story—a story focused on engagement, push-back, collaboration, and Andrew’s decision leave his school after three years. Implications for teacher education and support programs are shared.
Recommended Citation
Cross, S. B., & Cannon, S. O. (2015). “You don’t ask Paul Simon to do a duet with Nickelback”: Examining mathematics teacher collaboration. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1102–1105). East Lansing, MI: Michigan State University.
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Comments
Published in:
Cross, S. B., & Cannon, S. O. (2015). “You don’t ask Paul Simon to do a duet with Nickelback”: Examining mathematics teacher collaboration. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1102–1105). East Lansing, MI: Michigan State University.