Nested Networks: Creating Space for the Emergence of New Mathematical and Pedagogical Perspectives

• In Event: 34.055 - Gaining Support Through Teachers' Professional Networks

Abstract

This paper reports on the study of a two-year initiative that engaged 10 school-based professional learning communities (PLC) in working collaboratively to enhance the teaching of mathematics in the context of a streamed secondary mathematics course. The study took place in the province of Ontario, Canada and was funded by the Ontario Ministry of Education and supported through a steering committee of policy makers, educators, and researchers. The collaborative participation of these stakeholders required sustained negotiation of different narratives. The findings show that the structure of the nested network of the school-based communities and the interactions of the various stakeholders allowed new perspectives, practices, and resources to emerge, which highlights the valuable contributions of participatory research that engages multiple voices.

Authors

• Christine A. Suurtamm, University of Ottawa

• Martha Koch, University of Manitoba