Mathematics Education Researchers' Practices in Interdisciplinary Collaborations: Embracing Ways of Knowing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Suazo-Flores, Elizabeth; Walker, William S., III; Alyami, Hanan; Kastberg, Signe E.; Aqazade, Mahtob
Titel	Mathematics Education Researchers' Practices in Interdisciplinary Collaborations: Embracing Ways of Knowing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Educational Research; Researchers; Interdisciplinary Approach; Cooperation; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Mathematische Bildung; Bildungsforschung; Pädagogische Forschung; Researcher; Forscher; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Co-operation; Kooperation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Mathematics education researchers (MERs) engage in interdisciplinary collaborations that contribute to the mathematics education discipline. MERs' learned forms of work and discourse, i.e., practices, are particular to their mathematics education discipline and might not align with practices needed to conduct interdisciplinary work. We interviewed four MERs who were leaders of interdisciplinary groups to learn about practices they reported using while collaborating with their groups. Using qualitative content analysis, we describe five practices commonly reported by the four MERs. We argue that these five practices are central ways of knowing and doing for MERs when working in interdisciplinary groups. Our study contributes to the mathematics education discipline by unpacking practices MERs use to engage in interdisciplinary groups that are influenced by interpersonal relationships. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01