A collaborative project as a learning opportunity for mathematics teachers

Abstract

This paper analyses the evolution of Maria, a mathematics teacher involved in a long term collaborative project together with a researcher and two other teachers. The study aimed to understand teaching practices and to develop richer classroom communication processes. It follows a qualitative-interpretative approach, with data gathered through recording of meetings and interviews. We discuss to what extent this project became relevant for the professional practice of Maria. The results indicate the potential of collaboration to understand communication phenomena in the classroom, putting practices under scrutiny and developing richer communication interaction patterns between teacher and students.