Characterizing one teacher's participation in a developmental research project

Overview & Synopsis

This study was developed in the context of a developmental research project with eleven mathematics teachers and two university researchers working collaboratively during part of one school year. The paper analyses the participation of one teacher in the emergent inquiry community devoted to developmental research on tasks targeting students' statistical reasoning. Inquiry and modes of belonging to an inquiry community are present in the analysis of the data that were mainly collected in the collective meetings of the project. Preliminary results show that the teacher's participation is closely connected with an inquiry stance and critical alignment to her practice and in some instances to the project's goals.