Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/948
Title: Mathematical Tasks as Boundary Objects in Design-Based Implementation Research
Authors: Johnson, Raymond
Severance, Samuel
Leary, Heather
Miller, Susan
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Johnson, R., Severance, S., Leary, H., & Miller, S. (2014). Mathematical Tasks as Boundary Objects in Design-Based Implementation Research. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1127-1131.
Abstract: This paper describes a collaboration involving school district curriculum supervisors, mathematics teachers, university researchers, and web engineers engaged in design-based implementation research of the adaptation of an Algebra 1 curriculum to meet the demands of the Common Core State Standards for Mathematics. In this effort, mathematical tasks operated as a boundary object, acting to organize cooperative work despite a lack of consensus regarding their meaning or purpose. Exposing and understanding this lack of consensus during joint work at community boundaries provided opportunities for learning in the form of changed practice and activity. Evidence for learning through coordination is presented, such as the communication of curricular vision and the routinization of a task rating process. Where lack of consensus led to potential conflict, as in the case of task adaptation, evidence for learning in the form of new practices was less evident.
URI: https://doi.dx.org/10.22318/icls2014.1127
https://repository.isls.org//handle/1/948
Appears in Collections:ICLS2014

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