Analyzing Indications of Characteristic and Constitutive Aspects of the Collaborative Work of Teachers who Teach Mathematics

Abstract

This article aims to identify and analyze evidence of characteristic and constitutive aspects of collaborative work among a group of mathematics teachers. The chosen group was formed based on a project developed within the scope of the Education Observatory Program (Obeduc) from June 2013 to June 2017. To achieve the proposed objective, we conducted a meta-analytical study focusing on research that investigated the group in question. In this regard, two doctoral and three master’s theses were considered. The analysis categories listed were indications of voluntariness, identity, and spontaneity; indications of shared leadership and co-responsibility; and indications of support, mutual respect, and reciprocal learning. We concluded that considering the group’s longitudinal perspective, it was possible to demonstrate the mobilization of various learnings, anchored in mutual support and respect among members.