Brokering across the divide: Perspectives of mathematicians involved in education

• Published in: The Journal of mathematical behavior Vol. 67; p. 100989
• Main Author: Darragh, Lisa
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.09.2022
• Subjects: Boundary crossing; Brokering; Communities of practice; Mathematicians; Mathematics education; Reflexivity; Brokering; Reflexivity; Mathematics education; Communities of practice; Boundary crossing; Mathematicians
• ISSN: 0732-3123; 1873-8028
• DOI: 10.1016/j.jmathb.2022.100989

Mathematicians have been involved in mathematics education since its emergence, and some continue to take a strong interest and contribute to shape the field. Whilst mathematicians themselves have been studied in the context of their work or their approach to teaching, we know less about the perspectives of those who are more directly involved with education. This study surveyed the perspectives of 42 mathematicians, who are ‘boundary crossers’ into the community of mathematics education, in order to consider their influence in and perspective on the field. It was found these mathematicians are well positioned to transform practices in both communities as they broker mathematics and pedagogy between them. Further, the mathematicians themselves may experience changes in their valuing of education and their identity through this involvement. Finally, mathematics education as a field may also clarify their sense of identity through consideration of boundary-crossing mathematician perspectives. •Mathematicians working in education may offer a unique perspective to the field of mathematics education.•Mathematicians broker mathematics and pedagogy across the communities of mathematics and mathematics education.•Mathematicians choosing to work in education take a risk in perceived loss of status yet gain a changed sense of identity.•Mathematicians in education see value in the field but critique research traditions.