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Topic: Announcement: PME 38 Discussion Group # 12
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Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
Announcement: PME 38 Discussion Group # 12
Posted: Jun 2, 2014 4:27 PM
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Sent at the request of Bronislaw Czarnocha.
What is Quality Mathematics Teaching-Research? - PME 38 Discussion Group #12

Lluis Albarracin Broni Czarnocha Divan Jagals
Hannes Stoppel
U. A. Barcelona CUNY,Hostos CC NWU, S.Africa, WWU,Muenster

Mathematics Teaching-Research (MTR) is investigating the relationship
between classroom teaching and learning. It is a process of
identifying classroom problems, what leads to the formulation of
teaching-research questions, design of the intervention to be
implemented in the classroom together with the collection of the
data, followed by its analysis to answer the teaching-research
questions, which can be generalized or deepened in the next cycle of

Some TR schools of thought (Japanese Lesson Study; TR/NYCity, Chinese
Keli approach) emphasize the necessity of two consecutive cycles to
be conducted by the teacher-researcher in order to design and
implement the teaching improvements suggested by the previous cycle;
the double TR cycle enriches TR investigations by facilitating
teacher's creativity in the design of improved instruction and helps
to develop skills of adaptive instruction. This teaching-research
framework rests on the Action Research formulation by (Lewin, 1946);
teaching-research in service of the curriculum research formulated by
(Steenhouse,1975) and the teaching-experiment methodology formulated
by the Vygotsky school (Kantowski, 1979).

The research question of the Discussion Group is What is High Quality
Teaching-Research? The research strategy: high quality TR reports
from several TR schools of thought will be chosen from available
literature by the organizers.

The first session will start with short, intuitive responses of
participants, followed by the collaborative analysis of the chosen
reports with the aim to identify the quality components of each

The second session will synthesize these components into the
theoretical model of quality MTR followed by the collaborative design
of possible classroom teaching experiments to be conducted in the
intervening year.

The reports from those classroom experiments will become the basis
for the 2nd Handbook of MTR. The excerpts for the work of the
Discussion group will be chosen from several collections of MTR
reports and from chosen individual reports in literature.


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