{"id":1654,"date":"2016-11-29T01:15:20","date_gmt":"2016-11-29T01:15:20","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1654"},"modified":"2016-11-29T01:30:11","modified_gmt":"2016-11-29T01:30:11","slug":"vol28-3-1-2en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-1-2en\/","title":{"rendered":"Tensions and Challenges in the construction of a Collaborative Work among Teachers and Mathematics Education Researchers"},"content":{"rendered":"<p><strong>Authors:<\/strong> Patricia Sadovsky,\u00a0 Horacio Itzcovich,\u00a0 Mar\u00eda Emilia Quaranta, Mar\u00eda M\u00f3nica Becerril,\u00a0 Patricia Garc\u00eda<\/p>\n<p><strong>Abstract:<\/strong> Findings are reported from a research project that focused on the<br \/>\nmathematical and didactic production emerging from collaboration between<br \/>\nelementary teachers and school principals, and mathematics education researchers.<br \/>\nThe reported reflections are mainly oriented towards two pedagogical foci:<br \/>\na) different ways to problematize the mathematical knowledge with teachers<br \/>\nand b) the complexity of building a collaborative process. The analysis of students\u2019<br \/>\nmathematical productions shared with their teachers became another possible<br \/>\nway to problematize knowledge as it allowed to identify mathematical relationships<br \/>\nlinked to learning objectives that expanded what teachers conceived as<br \/>\npossible in relation to the mathematical content knowledge. The study of the<br \/>\ntensions that arise from a collaboration amongst teachers and researchers (training-<br \/>\ncollaboration, naturalization-problematization and adaptation to institutional<br \/>\nconditions-preservation of the collaboration) evidences the complexity of this<br \/>\nprocess which demands specific conditions and professional expertise.<\/p>\n<p><strong>Keywords:<\/strong> collaborative work between teachers and researchers; teaching practices;<br \/>\nmathematics education; teacher training; focus on teaching objects.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28\/3\/1.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Patricia Sadovsky,\u00a0 Horacio Itzcovich,\u00a0 Mar\u00eda Emilia Quaranta, Mar\u00eda M\u00f3nica Becerril,\u00a0 Patricia Garc\u00eda Abstract: Findings are reported from a research project that focused on the mathematical and didactic production emerging from collaboration between elementary teachers and school principals, and mathematics education researchers. The reported reflections are mainly oriented towards two\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-1-2en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[568],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1654"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1654"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1654\/revisions"}],"predecessor-version":[{"id":1664,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1654\/revisions\/1664"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1654"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1654"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1654"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}