This contribution is centred on a case study of collaborative teaching, carried out among Upper Secondary School Math teachers. Here we present the context, the forms of the implemented collaboration and the effects that derived from the collaborative teaching. The used investigation tool was the semi-structured interview aimed to induce teachers to gradually reflect on their self and their teaching modus operandi. From the qualitative analysis emerged that collaborative teaching integrated different ways of teaching; it has been a stimulus for a etching “revision” and the possibility to improve the didactic-educational practice. For all teachers this way to define the teaching activities was a valuable “tool” to see mathematics as part of a unified knowledge, creating bridges between scientific and humanistic disciplines, in terms of content and methods.
|Title of host publication||Teachers of Mathematics Working and Learning in Collaborative Groups - ICMI Study 25 Conference proceedings|
|Number of pages||8|
|Publication status||Published - 2020|