The paper examines some characteristics of learning events of a community of mathematics educators. Participation in the community entailed gaining familiarity with agreed upon conventions, goals, and forms of communication. The case discussed herein is an attempt to convey the complexities underlying learning in such a community through (re)negotiation of practices and goals. The notion of reflective discourse is borrowed to describe a group discussion involving collective reflection that constituted an occasion for meaningful learning.
|Number of pages||7|
|Journal||ZDM - International Journal on Mathematics Education|
|State||Published - Dec 1 2004|
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