Brokering across the divide: Perspectives of mathematicians involved in education
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 perspec...
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| Published in | The Journal of mathematical behavior Vol. 67; p. 100989 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Inc
01.09.2022
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| Subjects | |
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| Abstract | 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. |
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| AbstractList | 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. |
| ArticleNumber | 100989 |
| Author | Darragh, Lisa |
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| Cites_doi | 10.1007/s10649-015-9643-x 10.1023/A:1003697329618 10.1007/s11858-020-01174-6 10.1007/s11858-020-01168-4 10.1080/14794802.2019.1585936 10.1080/01411920120095762 10.1007/s11858-008-0136-6 10.3102/0034654311404435 10.5951/jresematheduc.49.4.0462 10.5951/jresematheduc.44.1.0037 10.1007/s11858-020-01157-7 10.1007/s10649-012-9399-5 10.1016/j.jmathb.2018.08.001 10.1080/10511970.2016.1166408 10.1007/s10649-006-9039-z 10.1007/s10857-017-9388-9 10.1007/s11858-020-01162-w 10.1007/s11858-015-0683-6 10.1080/14926156.2014.935529 10.1177/004912418101000205 10.1023/B:EDUC.0000006180.20493.3c 10.1023/B:EDUC.0000006118.25919.07 10.1177/0162243910377624 10.1007/s11858-020-01173-7 10.1090/S0273-0979-05-01072-4 10.1007/s10857-016-9358-7 10.5951/MT.88.3.0186 10.1080/14926156.2014.903317 10.1007/s13394-017-0232-4 10.1007/s11858-008-0112-1 10.1016/j.jmathb.2020.100792 |
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| Keywords | Brokering Reflexivity Mathematics education Communities of practice Boundary crossing Mathematicians |
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