Tensions in Negotiating Partnership Purpose Between Mathematics Teacher Researchers and Teacher Educator Researchers

• In Event: Teacher Research as Professional Development

Abstract

In this paper we address specific tensions in discourse between Mathematics Teacher Educator Researchers (TERs) and Teacher Researchers (TRs) while negotiating shared purpose within a research partnership. We draw on methods from systemic functional linguistics to illustrate markers of tension in the context of one TR-TER community meeting. We focus on the ways TRs and TERs negotiate shared purpose and vision through discursive moves that illustrate how we talked “past” each other in conversation. Having provided a detailed description of some of these tensions, we yield some considerations to better understand how to navigate the tensions as they are constructed in real time partnership discourse.

Authors

• Ashley Danielle Scroggins, Massachusetts Institute of Technology

• Brent Jackson, Michigan State University

• Beth A. Herbel-Eisenmann, Michigan State University