Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice
Persistent disconnects within and among education research,
practice, and policy are limiting the reach of professional mathematics teacher
communities, one of the most promising levers for humanizing mathematics
teaching and learning in schools. An overarching goal of this commentary is to
convince the field of mathematics education to broaden its research agendas
beyond individual classrooms to teacher collectives so that our combined
efforts have a greater positive impact on how people experience mathematics in
and out of school.
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