Collaborative design of a simulation-based math classroom: Contradictions and solutions between teaching and research

Abstract

Although co-design between teacher and researcher as a means could effectively promote teachers’ professional development, little is known about the process of developing a simulation-based math classroom for compulsory education by a co-design team between teachers and researchers. From a dual theoretical perspective involving activity theory and boundary crossing, we investigate the contradictions that emerged between teaching and research activity systems, and the way to deal with the contradictions. The results showed three main contradictions: (1) theoretical ideas versus practical knowledge, (2) simulation-based versus traditional teaching design, and (3) generative interactions versus structured classroom culture. The contradictions were resolved to varying degrees through the efforts of participants who acted as brokers, mainly in terms of the process of perspective making and taking. These findings not only guide how to maximize learning opportunities for teachers in the co-design process with researchers but also enrich teacher education and activity theory.