Abstract

This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was enacted during the project. We studied these discrepancies, which we define as breaches in the research agreement created by both collaborators. We found breaches in three components of the agreement: in the discrepancies between what was planned and what happened during the enactment of the lesson in the resources used, in the pedagogies used, and in the tasks; in the initial roles agreed upon by both collaborators; and in the goals of the collaborators.

Keywords

References

• Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(6), 497-511.
• Brun, J., & Conne, F. (1990). Analyses didactiques de protocoles d'observation du déroulement de situations. Education et Recherches (3), 261-285.
• DeBlois, L. (2009). Les contextes et les besoins à l'origine de la recherche collaborative. Annales de Didactique et de Sciences Cognitives, 14, 219-229.
• DeBlois, L., & Maheux, J.-F. (2005, May). When things don't go exactly as planned: leveraging from student teachers' ınsights to adapted ınterventions and professional practice. Paper presented at the The 15th International Commission of Mathematical Instruction, Aguas De Lindoia, Brésil.
• Desgagné, S., Bednarz, N., Couture, C., Poirier, L., & Lebuis, P. (2001). L'approche collaborative de recherche en éducation: un nouveau rapport à établir entre recherche et formation. Revue des Sciences de l'Éducation, 27(1), 33-64.
• Goodchild, S. (2007). An activity theory perspective of didacticians’ learning within a mathematics teaching development research project. Paper presented at the Congress of the European Soviety for Research in Mathematics Education, CERME 5, Larnaca, Cyprus.
• Goodchild, S., & Jaworski, B. (2005, July). Using contradictions in a teaching and learning development project. Paper presented at the 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne, Australia.
• Hirn, C., & Viennot, L. (2000). Transformation of didactic intentions by teachers: the case of geometrical optics in grade 8. International Journal of Science Education, 22(4).
• Jaworski, B. (2005). Learning communities in Mathematics: Creating an inquiry community between teachers and didacticians. Research in Mathematics Education, 7(1), 101-119.
• Jaworski, B. (2007, February). Theory in developmental researchin mathematics teaching and learning: Social practice theory and community of ınquiry as analytical tools. Paper presented at the Congress of the European Soviety for Research in Mathematics Education, CERME 5, Larnaca, Cyprus.
• Jaworski, B., & Goodchild, S. (2006, July). Inquiry community in an activity theory frame. Paper presented at the 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic.
• McIntyre, D. (1997). The profession of educational researcher. British Educational Research Journal, 23(2), 127-140.
• Raymond, A.M. & Leinenbach, M. (2000). Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher's development. Educational Studies in Mathematics, 41(3), 283-307.
• Savard, A. (2017). Implementing inquiry-based learning situation in science and technology: What are elementary school teachers’ learning intentions about mathematics? Philosophy of Mathematics Education Journal, 32.
• Savard, A. (2015). Making decisions about gambling: The influence of risk on children’s arguments. The Mathematics Enthusiast, 12(1,2 & 3), 226-245.
• Savard, A., Manuel, D. & Lin, T. W. J. (2014). Incorporating culture in the curriculum: the concept of probability in the Inuit culture. In Education, 19(3), 152-171.
• Savard, A. & Corbin, N. (2012). La communauté d’apprentissage professionnelle comme dispositif d’implantation de la démarche d’investigation en science et technologie au primaire. Revue Canadienne de l’éducation, 35(2), 355-378.
• Savoie-Zajc, L., & Descamps-Bednarz, N. (2007). Action research and collaborative research: their specific contributions to professional development. Education Action Research, 15(4), 577-596.
• Stavrou, S. G., & Miller, D. (2017). Miscalculations: Decolonizing and antioppressive discourses in indigenous mathematics education. Canadian Journal of Education/Revue canadienne de l’éducation, 40(3), 92122.
• Wittmann, E. C. (1998). Mathematics Education as a "Design Science". In A. S. J. Kilpatrick (Ed.), Mathematics Education as a Research Domain: A Search for Identity (pp. 87-103). The Netherlands: Kluwer Academic Publishers
• Kingsley, L. & Romine, R. (2014). Measuring teaching best practice in the induction years: Development and validation of an item-level assessment. European Journal of Educational Research, 3(2), 87-109.
• Walshaw, M. (2013). Post-structuralism and ethical practical action: Issues of identity and power. Journal for Research in Mathematics Education, 44(1), 100-118.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.