Summary
Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students’ mathematical knowledge. As their community of practice matured, however, their work took on a larger meaning as they contributed to the institution’s strategic goal of raising the annual dollar amount of external funding and to the development of their personal and collective identities. This unusual level of inter-departmental collaboration has been recognized by the institution’s highest administrators, who have called upon its members to develop new, collaborative partnerships with regional school districts and community colleges.
Authors
Jacqueline Sack, Judith Quander, Timothy Redl, Nancy Leveille
Organization/Affiliation
University of Houston-Downtown
Year
Noyce Award Number
1136222Discipline
Resource Type
Article - Peer-reviewed Journal
URL
https://link.springer.com/article/10.1007/s10755-015-9340-9
Citation
Sack, J., Quander, J., Redl, T., & Leveille, N. (2015). The Community of Practice among Mathematics and Mathematics Education Faculty Members at an Urban Minority Serving Institution in the U.S. Innovative Higher Education 41, 167-182.