ABSTRACT
In this chapter we present two examples of how a group of mathematics teachers and researchers collaborated to address ways of improving the quality and quantity of students’ mathematical talk in lessons. Through these examples we offer an alternative to a perspective of intervention that positions certain people as experts and others as learners. Rather, expertise was recognised as distributed across the whole group and that collaboration provided all participants opportunities for learning. Together we worked on self-videos in order to discuss and open up strategies that teachers and teacher educators alike could then make use of and adapt in their future teaching. In the first example we explore how two of the teachers worked on using pauses in their lessons, and in the second example we explore how two teachers worked on their students’ use of technical vocabulary. We show how teachers can draw upon their collective expertise to apply theoretical ideas present in the research to their classrooms, without focused interventions or necessarily having the awareness of specific research findings.
