Co-learning agreements between researchers and practitioners have been suggested as a way of generating research findings that are useful to improving schools and informing classroom practice. In this chapter we describe how a co-learning agreement was developed as a basis for researching aspects of the learning of mathematics in the classroom of a teacher whose pedagogy emphasised collaborative problem-solving as a major vehicle for learning mathematics. A study of co-operative group work in mathematics found that the perceptions of high achieving students (in terms of the purpose and benefits of group work) were more in line with those of their teacher than those of low achieving students. In contrast, the research reported in this chapter of a collaborative mathematics classroom revealed no such differences between students. In using a co-learning approach both authors felt that they learnt more about the processes of collaborating in researching and learning mathematics than they would have done with either a more traditional ‘data gathering’ approach led by the researcher or as a piece of action research by the teacher. The chapter suggests that co-learning can be a useful way of collaborating and describes the benefits such an approach can offer when researching classroom processes
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.