Collaborative Groups in Mathematics Tea...

Initiatives with teachers of mathematics working and learning in collaborative groups show a huge diversity of roles, identities and interactions. This makes it difficult to get an insightful overview of this diversity, to compare initiatives or to grasp the specificity of individual initiatives. In this contribution we selected seven recent articles (covering all continents) and analyzed them along the following dimensions: relevant actors, relevant targets and relevant environments of the collaboration. We developed with RATE – Relevant Actors, Targets and Environments – a diagram which is used to highlight essential features of each initiative. Finally, we formulate some observations which could serve as starting points for future research on teacher collaboration.