Nurtured as a teacher and mentored as a mathematics education researcher, the reflective voice of a teacher‐researcher‐educator is portrayed in this paper. While drawing upon experience of creating teaching‐learning environments, the author outlines the growth of praxis within her practice. She then outlines her coming upon narrative as a deployable unit of analysis with which to grasp teaching‐learning practice. With narrative inquiry as strategy, she finally outlines examples of educational action research she is able to conduct. She argues in favour of empowering the praxis of teachers, recognising their language of practice and urges us to listen to their individual voice.

Narrative as unit of analysis for teaching‐learning praxis and action: tracing the personal growth of a professional voice

Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its develo ...

Unpacking teacher–researcher collaboration with three theoretical frameworks: a case of expansive learning activity?

The notions of praxis, or practical action, and phronesis, or practical wisdom, are engaged with from two perspectives in this paper – with examples from author’s classroom studies across various Grade schools in Sweden on one hand and the theoretical exposition of these notions across a selection of existing literature on the other. A persuasive case is made for having praxis and phronesis be regarded as units of analysis suitable for grasping as well as furthering practitioner inquiry. The results of such research, conducted as a practice, are aimed at informing the vicarious and the experiential, upon which any reader can in turn base actions. In their ability to examine the practical, particular and local, the pursuit of such a social science is argued as being one that matters to the practitioners themselves.

Praxis and phronesis as units of analysis : realising a social science that matters in practitioner inquiry

This paper discusses the potential of Vygotskian units in researching classroom practices. Adopting a close-to-practice approach and action research where possible, an attempt is made to shed light on ongoing practices across grades 4-6, 7-9 and the gymnaisum. The theory/practice approach adopted keeps alive the relationship between theory-which-informs and theory-being-built, as well as existing-practice and steered-practice in these studies. The potential to inform researcher reflexivity and guide educational action along with the ability of units to grasp complexity, from as many perspectives as possible, and ascend to the concrete is brought forward. Such a strategy is deliberate, geared towards informing practitioner inquiry in ongoing classrooms. Vygotskian units of analysis, close-to-practice research, action research, practitioner inquiry

/pdf/close-to-practice-classroom-research-by-way-of-vygotskain-4kxs3d4kov.pdf

Close-to-practice classroom research by way of vygotskain units of analysis

Drawing on narrative inquiry as well as activity theory perspectives, in this chapter I examine three aspects in relation to research conducted with a mathematics teacher Lotta, as Charlotta is known, at a Grade 4-6 school in Sweden. First, the nature of relational knowing which, born of practitioner narratives, led us to collaborate and take action (Hollingsworth, Dybdahl & Minarik, 1993).

Practitioner Collaboration at a Grade Four Mathematics Classroom: By Way of Relational Knowing and Relational Agency

Narratives of students learning mathematics : Plurality of strategies and a strategy for practice?

/pdf/narratives-of-students-learning-mathematics-plurality-of-16gu2t8cw2.pdf

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Narratives of students learning mathematics : Plurality of strategies and a strategy for practice?