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The mathematics teacher educator as broker: boundary learning

Eriksen, Elisabeta and Solomon, Yvette ORCID logoORCID: https://orcid.org/0000-0002-2731-8380 (2022) The mathematics teacher educator as broker: boundary learning. In: 12th Congress of the European Society for Research in Mathematics Education (CERME 12), 02 February 2022 - 05 February 2022, University of Bolzano, Italy. (In Press)

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We analyse how two mathematics teacher educators (MTEs) describe, justify and enact their theory of change in a course for practicing teachers that they co-teach. Applying concepts from Communities of Practice, we identify a shared view of the key boundary objects highlighted in the design of the course in our two MTEs, alongside divergent but complementary means of brokering learning at the boundary during enactment. Prominent in our analysis is a working relationship in which one MTE brokering through coordination appears to allow the other to work towards radical transformation, by seeking confrontation that allows her to define the problem space. We consider the implications of this dynamic for their emphasis on teaching as a pair.

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