The Community of Practice among Mathematics and Mathematics Education Faculty Members at an Urban Minority Serving Insti
- PDF / 349,229 Bytes
- 16 Pages / 439.37 x 666.142 pts Page_size
- 44 Downloads / 148 Views
The Community of Practice among Mathematics and Mathematics Education Faculty Members at an Urban Minority Serving Institution in the U.S. Jacqueline Sack 1 & Judith Quander 1 & Timothy Redl 1 & Nancy Leveille 1
Published online: 25 August 2015 # Springer Science+Business Media New York 2015
Abstract Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students’ mathematical knowledge. As their community of practice matured, however, their work took on a larger meaning as they contributed to the institution’s strategic goal of raising the annual dollar amount of external funding and to the development Jacqueline Sack is Associate Professor of Mathematics Education, Department of Urban Education at the University of Houston-Downtown. She earned a B.Sc. in Mathematics and Chemistry and B.Sc. Honours in Chemistry at the University of the Witwatersrand, South Africa; M.L.S. at Sam Houston State University; and Ed.D. in Curriculum and Instruction at the University of Houston. Her special interests include how elementary children develop spatial reasoning and how spatial reasoning may enhance mathematical understanding at all levels. Email contact: [email protected]. Judith Quander is Assistant Professor of Mathematics Education, Department of Mathematics and Statistics at the University of Houston-Downtown. She earned a B.S. in Mathematics at the University of Texas in Austin; an M.S. in Mathematics at the University of Arizona; and a Ph.D. in Mathematics Education at the University of Georgia. Her interests include reasoning and sense making for high school students and for developing high school mathematics teachers to help their students develop strong reasoning skills. Email contact: [email protected]. Timothy Redl is Associate Professor of Mathematics and the Assistant Chair for Freshman Programs in the Department of Mathematics and Statistics at the University of Houston-Downtown. He earned an A.B. in Mathematics from Dartmouth College and an M.A. and Ph.D. in Computational and Applied Mathematics from Rice University. In addition to mathematics education, his interests include graph theory, operations research, and decision mathematics. Email contact: [email protected]. Nancy Leveille is Associate Professor of Mathematics Education in the Department of Mathematics and Statistics at the University of Houston-Downtown. She earned a B.A. in Mathematics at Bridgewater State University; an M. A. in Mathematics at Boston University; and Ed. D. at the University of Houston. Her special interests include K-12 pre-service teacher training and developmental mathematics. Email contact: [email protected].
* Jacqueline Sack [email protected] 1
University of Houston-Downtown, Houston, TX, USA
168
Innov High Educ (2016) 41:167–182
of their personal and collective identities. This unusual level of inter-dep
Data Loading...
