In this theoretical research report we reflect on the challenges of becoming more fox-like in mathematics education work. Using a communities of practice motivating theoretical lens, we compare and discuss the differences in defining, creating, and accessing knowledge between virtual and scholarly communities of practice in mathematics education. We present four claims that virtual communities of practice in mathematics education are inherently foxy work. As part of our claims, we discuss how scholarly communities of practices are inherently hedgehog work. We conclude with a list of recommendations of those within the scholarly communities of practice in mathematics education. These recommendations include looking toward the successful fox-like attributes of the virtual communities in mathematics education.
Wessman-Enzinger, Nicole M.; Hertel, Joshua T.; and Dimmel, Justin K., "What Does It Take to Be a Fox? New Horizons for Communities of Practice" (2019). Faculty Publications - College of Education. 276.