Menu
Menu

Menu do Portal GEPEMA

Centering on Power Relations in Collaboration among Mathematics Teacher Educator-Researchers

Artigo2024

Carlos Alfonso LópezLeiva ORCID; Sunghwan Byun ORCID; Beth A. Herbel-Eisenmann ORCID

Acesso restrito Página oficial: Centering on Power Relations in Collaboration among Mathematics Teacher Educator-Researchers (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research collaborations for professional development efforts on social justice issues in mathematics education. The MTERs' paired conversations focused on their retrospective stories of their collaborations were analyzed using an Anzaldúan framework to name the different spaces of collaboration that MTERs identified. Results provide insight into how MTERs' identified binarized spaces linked to their identities and compounded by issues of power. Nevertheless, MTERs also identified spaces where boundaries were blurred promoting a "nos/otras" space of collaboration. We discuss how collaboration reaches beyond doing the same research work and sharing talent but also understanding the work of one another.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education, v. 27, n. 5, p. 831-855
Editora
Springer Science+Business Media
Ano
2024 (2024-05-17)
Idioma
en
Palavras-chave
Mathematics Teachers; Teacher Researchers; Educational Research; Cooperation; Professional Development; Social Justice; Intersectionality; Professional Identity; research collaboration; power relations; social justice in mathematics education; Gloria Anzaldúa; identity
Temas
Educação Matemática Crítica, Formação de Professores de Matemática
DOI
10.1007/s10857-024-09634-6
ISSN
1386-4416, 1573-1820
Acesso
Acesso restrito
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LÓPEZLEIVA, Carlos Alfonso; BYUN, Sunghwan; HERBEL-EISENMANN, Beth A.. Centering on Power Relations in Collaboration among Mathematics Teacher Educator-Researchers. Journal of Mathematics Teacher Education, v. 27, n. 5, p. 831-855, 2024. DOI: https://doi.org/10.1007/s10857-024-09634-6.

APA

LópezLeiva, C. A., Byun, S., & Herbel-Eisenmann, B. A. (2024). Centering on Power Relations in Collaboration among Mathematics Teacher Educator-Researchers. Journal of Mathematics Teacher Education, 27(5), 831-855. https://doi.org/10.1007/s10857-024-09634-6

BibTeX
@article{lopezleiva2024,
  author = {LópezLeiva, Carlos Alfonso and Byun, Sunghwan and Herbel-Eisenmann, Beth A.},
  title = {Centering on Power Relations in Collaboration among Mathematics Teacher Educator-Researchers},
  year = {2024},
  journal = {Journal of Mathematics Teacher Education},
  volume = {27},
  number = {5},
  pages = {831-855},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-024-09634-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - LópezLeiva, Carlos Alfonso
AU  - Byun, Sunghwan
AU  - Herbel-Eisenmann, Beth A.
TI  - Centering on Power Relations in Collaboration among Mathematics Teacher Educator-Researchers
PY  - 2024
JO  - Journal of Mathematics Teacher Education
VL  - 27
IS  - 5
SP  - 831
EP  - 855
DO  - 10.1007/s10857-024-09634-6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal