What Counts as Teacher Research? Investigating the Scientific and Mathematical Ideas of Children from Culturally Diverse Backgrounds

Abstract

In this article we address questions raised by the research methods used in teacher research by exploring a particular approach to teacher research. This approach is based in teachers’ concerns with underachieving children, particularly those who come from diverse cultural and linguistic backgrounds. It grows out of the work of the Brookline Teacher Research Seminar (BTRS), the Chèche Konnen Center (CKC), and the Prospect Center and Archives (Prospect). We report on a conference where experienced teacher researchers from these groups met with newcomers to explore classroom data together. Our goal is to describe what the experienced practitioners had to say to the newcomers.