TY - JOUR
T1 - Analyzing a teacher’s learning through cross-cultural collaboration
T2 - a praxeological perspective of mathematical knowledge for teaching
AU - Huang, Xingfeng
AU - Huang, Rongjin
AU - Bosch, Marianna
N1 - Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2021/7
Y1 - 2021/7
N2 - Teacher collaborative learning is key in teacher professional development. Yet, how teachers learn in cross-cultural professional development settings remains largely unexplored. This paper examines the case of a Chinese mathematics teacher who learned through addressing various challenges when teaching in an English school in a China-UK exchange program. A praxeological perspective was used to analyze the data, including lesson plans, classroom observation notes, and post-lesson meetings. Results showed that collaboration and adaptation helped the teacher address the obstacles generated by cultural differences. The analysis revealed the difficulties the teacher encountered and how the mathematical and didactic praxeologies implemented evolved and helped overcome these challenges, broadening her mathematics knowledge for teaching. Finally, the implications of the case study on teacher collaborative learning in cross-cultural settings are discussed.
AB - Teacher collaborative learning is key in teacher professional development. Yet, how teachers learn in cross-cultural professional development settings remains largely unexplored. This paper examines the case of a Chinese mathematics teacher who learned through addressing various challenges when teaching in an English school in a China-UK exchange program. A praxeological perspective was used to analyze the data, including lesson plans, classroom observation notes, and post-lesson meetings. Results showed that collaboration and adaptation helped the teacher address the obstacles generated by cultural differences. The analysis revealed the difficulties the teacher encountered and how the mathematical and didactic praxeologies implemented evolved and helped overcome these challenges, broadening her mathematics knowledge for teaching. Finally, the implications of the case study on teacher collaborative learning in cross-cultural settings are discussed.
KW - Cross-cultural teacher collaboration
KW - Mathematics knowledge for teaching
KW - Praxeology
KW - Teacher learning
UR - http://www.scopus.com/inward/record.url?scp=85105528634&partnerID=8YFLogxK
U2 - 10.1007/s10649-021-10057-w
DO - 10.1007/s10649-021-10057-w
M3 - Article
AN - SCOPUS:85105528634
SN - 0013-1954
VL - 107
SP - 427
EP - 446
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
IS - 3
ER -