Confronting Mathematical Pseudo-Community: A Domain-specific Analysis of a Middle School Mathematics Department

Paul Weinberg

doi:10.29333/ejmste/106055

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Paul Weinberg ¹ ^*

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¹ Oakland University, Rochester, Michigan, USA^* Corresponding Author

Abstract

Teacher professional community refers to the extent to which teachers collaborate to further their own and their students’ learning. Peck (1995) drew distinctions between pseudo-community and professional community, where pseudo-communities rely on suppression of conflict and the tacit understandings that it is “against the rules” to challenge others’ beliefs and ideas. The teacher education literature is predominantly composed of domain-general characterizations of teacher community. This study investigates the pseudo-communities of five middle school mathematics teachers’ through a domain-specific characterization of criteria of professional community. These characterizations are made using teacher responses to surveys and interaction analysis during a meeting between middle school mathematics teachers and researchers. These analyses allow for the investigation of why domain-general characterizations of pseudo-community may be limited.

Keywords

mathematics education
in-service teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 7, July 2019, Article No: em1715

https://doi.org/10.29333/ejmste/106055

Publication date: 29 Mar 2019

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Article Downloads: 1127

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How to cite this article

APA

Weinberg, P. (2019). Confronting Mathematical Pseudo-Community: A Domain-specific Analysis of a Middle School Mathematics Department. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), em1715. https://doi.org/10.29333/ejmste/106055

Vancouver

Weinberg P. Confronting Mathematical Pseudo-Community: A Domain-specific Analysis of a Middle School Mathematics Department. EURASIA J Math Sci Tech Ed. 2019;15(7):em1715. https://doi.org/10.29333/ejmste/106055

AMA

Weinberg P. Confronting Mathematical Pseudo-Community: A Domain-specific Analysis of a Middle School Mathematics Department. EURASIA J Math Sci Tech Ed. 2019;15(7), em1715. https://doi.org/10.29333/ejmste/106055

Chicago

Weinberg, Paul. "Confronting Mathematical Pseudo-Community: A Domain-specific Analysis of a Middle School Mathematics Department". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 7 (2019): em1715. https://doi.org/10.29333/ejmste/106055

Harvard

Weinberg, P. (2019). Confronting Mathematical Pseudo-Community: A Domain-specific Analysis of a Middle School Mathematics Department. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), em1715. https://doi.org/10.29333/ejmste/106055

MLA

Weinberg, Paul "Confronting Mathematical Pseudo-Community: A Domain-specific Analysis of a Middle School Mathematics Department". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 7, 2019, em1715. https://doi.org/10.29333/ejmste/106055