The Community of Practice among Mathematics and Mathematics Education Faculty Members at an Urban Minority Serving Institution in the U.S. View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2016-04

AUTHORS

Jacqueline Sack, Judith Quander, Timothy Redl, Nancy Leveille

ABSTRACT

Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students’ mathematical knowledge. As their community of practice matured, however, their work took on a larger meaning as they contributed to the institution’s strategic goal of raising the annual dollar amount of external funding and to the development of their personal and collective identities. This unusual level of inter-departmental collaboration has been recognized by the institution’s highest administrators, who have called upon its members to develop new, collaborative partnerships with regional school districts and community colleges. More... »

PAGES

167-182

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s10755-015-9340-9

DOI

http://dx.doi.org/10.1007/s10755-015-9340-9

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1014929849


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