Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Centering on Power Relations in Collaboration among Mathematics Teacher Educator-Researchers

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Carlos LópezLeiva (ORCID Carlos LópezLeiva (ORCID 0000-0002-9010-6823); Sunghwan Byun (ORCID Sunghwan Byun (ORCID 0000-0002-3960-9855); Beth Herbel-Eisenmann (ORCID Beth Herbel-Eisenmann (ORCID 0000-0002-5212-9119)
  • Language:
    English
  • Source:
    Journal of Mathematics Teacher Education. 2024 27(5):831-855.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      25
    • Sponsoring Agency:
      National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
    • Contract Number:
      1417672
    • Subject Terms:
      Mathematics Teachers; Teacher Researchers; Educational Research; Cooperation; Professional Development; Social Justice; Intersectionality; Professional Identity
    • Accession Number:
      10.1007/s10857-024-09634-6
    • ISSN:
      1386-4416
      1573-1820
    • Abstract:
      Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research collaborations for professional development efforts on social justice issues in mathematics education. The MTERs' paired conversations focused on their retrospective stories of their collaborations were analyzed using an Anzaldúan framework to name the different spaces of collaboration that MTERs identified. Results provide insight into how MTERs' identified binarized spaces linked to their identities and compounded by issues of power. Nevertheless, MTERs also identified spaces where boundaries were blurred promoting a "nos/otras" space of collaboration. We discuss how collaboration reaches beyond doing the same research work and sharing talent but also understanding the work of one another.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1441480