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Collaborative approaches to enhancing theoretical perspectives and pedagogical insights.

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Title: Collaborative approaches to enhancing theoretical perspectives and pedagogical insights.
Authors: Williams, Gaye
Source: Theory Into Practice. Winter2023, Vol. 62 Issue 1, p26-38. 13p. 2 Charts.
Subjects: Mathematics education, Mathematics research, Wood, Terry, Mentoring in education, Teaching methods
Abstract: The relationship Terry and I developed as colleagues and friends illustrates elements of the legacy she leaves. Our overlapping research interests stimulated conversations about synergies and differences between our theoretical perspectives. Depending on the situation and purpose, these interactions possessed different characteristics. Terry introduced me to research conventions, we collaborated as equals, Terry integrated an element of my theory into her teaching and learning framework and we discussed her initial applications of this. In addition, Terry asked questions to extend my ideas as I developed my dissertation. An illustration of Terry challenging one of my pedagogical actions demonstrates how such a question enabled me to increase the connections I made between my theory and practice. Terry's remarkable ability to flexibly employ different mentoring actions, her research scholarship, her ability and willingness to engage in many diverse collaborative interactions, and her generosity and humor have contributed to her extensive impact. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The relationship Terry and I developed as colleagues and friends illustrates elements of the legacy she leaves. Our overlapping research interests stimulated conversations about synergies and differences between our theoretical perspectives. Depending on the situation and purpose, these interactions possessed different characteristics. Terry introduced me to research conventions, we collaborated as equals, Terry integrated an element of my theory into her teaching and learning framework and we discussed her initial applications of this. In addition, Terry asked questions to extend my ideas as I developed my dissertation. An illustration of Terry challenging one of my pedagogical actions demonstrates how such a question enabled me to increase the connections I made between my theory and practice. Terry's remarkable ability to flexibly employ different mentoring actions, her research scholarship, her ability and willingness to engage in many diverse collaborative interactions, and her generosity and humor have contributed to her extensive impact. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00405841.2022.2135906
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      – SubjectFull: Mathematics education
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      – SubjectFull: Mathematics research
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      – SubjectFull: Wood, Terry
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              Text: Winter2023
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