Preliminary communication
https://doi.org/10.32728/mo.20.1.2025.05
Comparison of Technical and Practical Action Research in Improving Mathematics Teaching
Branka Antunović
; Juraj Dobrila University of Pula, Faculty of Educational Sciences, Croatia
Sanela Mužar Horvat
; University of Slavonski Brod, Department of Social Sciences and Humanities, Croatia
Abstract
The aim of this paper is to compare individual practical and collaborative technical action research in mathematics teaching and analyse their contributions to changes in teaching practice and teachers’ professional development within the Croatian context. The study was conducted as a qualitative analytical-comparative examination of two papers, using action research typologies (technical, practical, and emancipatory) and levels of participation (individual and collaborative dimensions) as the analytical framework. The results indicate that both models promote changes in teaching, albeit through different mechanisms: the individual practical model operates through the reflective transformation of professional identity and teaching approaches, while the collaborative technical model facilitates the improvement of practice, more systematic evaluation of student achievement, and strengthened professional cooperation. Key factors for success include reflexivity, strong theoretical grounding, collaboration, and institutional support. The paper classifies and compares the two models, providing a conceptual framework for understanding professional and pedagogical change in mathematics teaching.
Keywords
action research; collaborative learning; innovations in mathematics teaching; reflective practice; teacher professional development
Hrčak ID:
351916
URI
Publication date:
7.10.2026.
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