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Expansive learning: lessons from one teacher’s learning journey

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Abstract

The provision of quality learning experiences for teachers is critical to mathematics reform agendas aimed at equitable and culturally responsive teaching. In this paper we use an activity theory framework to explore one teacher’s learning journey. Drawing on the teacher’s self-report of his journey 1 year after his participation in an intervention designed to support the introduction of mathematical inquiry practices we examine those factors that supported expansive learning. In seeking to understand our pedagogical stance within the intervention we gained new insights into the provision of research based tools to support learning, the provision of space for individual and collective learning, and the provision of a safe learning environment both within the programme, the class, and the wider professional community. These factors are important in understanding transformational changes associated with ambitious pedagogy.

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Notes

  1. See http://www.educationcounts.govt.nz/topics/BES.

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Acknowledgments

The authors wish to acknowledge that this project was funded through New Zealand Council of Educational Research Teaching and Learning Research Initiative (TLRI). The authors also wish to sincerely thank Zain Thompson and the other participant teachers in this project who so willingly shared their experiences with the researchers.

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Authors and Affiliations

  1. Institute of Education, Massey University, Palmerston North, New Zealand

    Glenda Anthony, Roberta Hunter & Zain Thompson

Authors
  1. Glenda Anthony
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  2. Roberta Hunter
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  3. Zain Thompson
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Corresponding author

Correspondence to Glenda Anthony.

Appendix

Appendix

See Table 1.

Table 1 The communication and participation framework (from Hunter, 2008)
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Anthony, G., Hunter, R. & Thompson, Z. Expansive learning: lessons from one teacher’s learning journey. ZDM Mathematics Education 46, 279–291 (2014). https://doi.org/10.1007/s11858-013-0553-z

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