Partnership with teachers for professional development has been considered ben￾eficial because of the potential of collaborative work in the teacher’s own classroom to be
relevant to practice. From this perspective, both teachers and researchers can draw on their own
expertise and work as authentic partners. In this study, we address the need for such collabo￾ration and focus on how a teacher and a researcher performed their roles when collaboratively
implementing mathematical modeling tasks within a context of in situ professional develop￾ment. Using multi-tier design-based research, as a framework, a researcher worked in a tea￾cher’s classroom to implement a series of research-based mathematical modeling activities. A
broad corpus of data from this interaction was analyzed, including audio recordings of inter￾views with the teacher, video recordings of three mathematical modeling lessons, researcher
field notes and journal reflections, instructional materials, and students’ written work using the
principles for designing activities for teachers. The emerging roles and relationships between
the teacher and the researcher were documented, as (1) the researcher implemented the pro￾fessional development, (2) the teacher shared her concerns, (3) the researcher responded to the
teacher’s challenges, and (3) the teacher reflected on student development. As a case study of
collaboration, the participants’ roles and strategies to overcome challenges and achieve shared
objectives can benefit teachers and researchers who plan to collaboratively implement mod￾eling in the classroom. The study supports the value and viability of this form of in situ pro￾fessional development, indicating that significant changes in teachers’ thinking about their
students’ mathematical model development can occur in relatively short periods of time.

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Tersedia

• Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks

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