Teacher–researcher collaboration in a Grade Four mathematics classroom: restoring equality to students’ usage of the ‘=’ sign

Abstract

This article portrays action research conducted in relation to students’ faulty use of the equality sign in a Grade Four mathematics classroom in Sweden. Substantial background on teacher–researcher collaboration that prepares ground for the action research is offered. Drawing on cultural–historical and activity theory perspectives, the conduct of activities mediated by diagrammatic objects (lappar) as cultural artefacts and students’ inscriptions in these is also provided. As a semiotic activity, the action research cycle allows students to reflect on signs, meanings and their interrelationships while working with knowledgeable others. A three-stage conclusion discusses relevant research in mathematics education, the nature of practical theory realised, and actionable knowledge thereby possible in terms of trustworthiness.

Keywords:

• equality sign
• teacher–researcher collaboration
• narrative inquiry
• relational knowing
• reflexivity
• mediated and semiotic activity
• cultural–historical and activity theory perspectives
• action research cycle
• actionable knowledge

Acknowledgements

The research reported is supported by the Kempe Foundation, Sweden. This study and research remains indebted to Lea, Sofia and their students. The participants in this study have been anonymised and given pseudonyms. The author wishes to thank colleagues, who drew attention to literature of which they were aware, in response to an email to them, at the time of this study. The author thanks the reviewers who have lent greater rigour to the research reported.

Notes

1. I acknowledge problematic connotations of this term, which follows Kemmis and Smith (2008). My use is only to indicate the distinctive shift that was perceived in teacher–researcher collaboration.

2. See http://www.skolverket.se.