Mathematics Teacher Educators seeking and negotiating agreements. Personal theories built on practice. A Grounded Theory

Abstract

We present a study carried out with Mathematics Teacher Educators in Uruguay. A group of four Mathematics Teacher Educators was constituted, and they were asked to collectively plan, implement, and analyse a lesson of Analysis 1, the first Calculus course in mathematics education. The study was developed using Grounded Theory. All the team working sessions were videotaped and analysed. A substantive Grounded Theory emerged from the study, that explains the participants’ main concern through the process of seeking and negotiating agreements. The core category is personal theories built on practice. This process presents some critical points, which are resolved by the Mathematics Teacher Educators, through negotiation and collective reflection on practice.

Keywords
Mathematics Teacher Educators; Grounded Theory; Seeking agreements; Personal theories on practice