Initiating teacher-researcher collaboration to support students’ mathematical problem-solving

Authors

Anna Ida Säfström
Björn Palmberg
Carina Granberg
Johan Sidenvall
Johan Lithner

Abstract

Implementing teaching through mathematical problem-solving entails substantial challenges and calls for sustained teacher-researcher collaboration. The joint research and development project ”Teaching that supports students’ creative mathematical problem-solving” has a fundamental ambition to be symmetric in that both teachers’ and researchers’ needs and conditions are attended to and complementary in that their different areas of expertise are utilised and valued. In this paper we show how the interplay and development of symmetry and complementarity can function as a means for studying teacher-researcher collaborations.

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Published

2024-11-19

How to Cite

Säfström, A. I., Palmberg, B., Granberg, C., Sidenvall, J., & Lithner, J. (2024). Initiating teacher-researcher collaboration to support students’ mathematical problem-solving. NOMAD Nordic Studies in Mathematics Education, 26(3-4), 131–152. Retrieved from https://tidsskrift.dk/NOMAD/article/view/149175