{"title":"Parallel Stories","authors":"José Carrillo","doi":"10.4324/9781003008460-6","DOIUrl":"https://doi.org/10.4324/9781003008460-6","url":null,"abstract":"","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131526236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diana Vasco Mora, Nuria de los Angeles Climent Rodríguez
{"title":"The Specialized Knowledge and Beliefs of Two University Lecturers in Linear Algebra","authors":"Diana Vasco Mora, Nuria de los Angeles Climent Rodríguez","doi":"10.4324/9781003008460-7","DOIUrl":"https://doi.org/10.4324/9781003008460-7","url":null,"abstract":"","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126506533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Genaro de Gamboa, Edelmira Badillo, M. Ribeiro, M. Montes, Gloria Sánchez-Matamoros
{"title":"The Role of Teachers’ Knowledge in the Use of Learning Opportunities Triggered by Mathematical Connections","authors":"Genaro de Gamboa, Edelmira Badillo, M. Ribeiro, M. Montes, Gloria Sánchez-Matamoros","doi":"10.4324/9781003008460-3","DOIUrl":"https://doi.org/10.4324/9781003008460-3","url":null,"abstract":"","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133196975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mediating Mathematics in Instruction","authors":"Hamsa Venkat, J. Adler","doi":"10.4324/9781003008460-2","DOIUrl":"https://doi.org/10.4324/9781003008460-2","url":null,"abstract":"","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128532061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using the Discourses of Learning in Education Mapping to Analyse Research into Mathematics Teacher Education and Professional Development","authors":"L. Brown, B. Davis","doi":"10.4324/9781003008460-8","DOIUrl":"https://doi.org/10.4324/9781003008460-8","url":null,"abstract":"","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133735115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The chapter presents the research format of content-specific Design Research for teachers. It is exemplified by a specific PD content, namely “noticing and fostering students’ mathematical potentials”. The PD content requires further specification of what exactly teachers have to learn and a PD design for promoting teachers’ professionalization in this PD content. By conducting and analyzing design experiments in PDs, the PD content is further specified and the PD design is iteratively refined in order to take the teachers’ learning pathways into account. Some typical outcomes of the analysis are presented, in particular teachers’ typical perspectives while noticing and fostering students’ potentials. Noticing and fostering students’ mathematical potentials is a major task for every mathematics teacher. However, it is still neglected in professional development (PD), and even underdetermined what teachers need to learn for fulfilling this task. In this article, we take the example of this PD content to illustrate what Design Research for teachers can mean as well as how it informs the finer specification of what teachers should learn and how they can learn it. For this, we briefly introduce the main ideas of the research approach Design Research for Teachers in Section 1 and the background of the concrete PD Design Research project in Section 2. Section 3 presents exemplary design and research results which are discussed with respect to general methodological issues of the research approach in Section 4. 1. Adopting Design Research for teachers 1.1 Design Research as an established research methodology with big variety Design Research is a widely established research methodology for enhancing and investigating students’ learning. It is especially strong when two aims are to be combined: (1) designing learning arrangements and (2) investigating the initiated learning processes as well as contributing to local instruction theories (Bakker & van Eerde, 2015). Although Design Research approaches share common characteristics (e.g., interventionist, theory generative, iterative, ecologically valid, and practiceoriented, cf. Cobb et al., 2003), a big variety of approaches exists (cf. the 52 case studies documented in Plomp & Nieveen, 2013). These approaches differ in their reasons for doing Design Research, their types of results, their intended roles of the results for educational innovation, their scales, and their background theories (cf. Prediger, Gravemeijer, & Confrey, 2015a). Prediger, Susanne, Schnell, Susanne & Rösike, Kim-Alexandra (2021). Promoting and investigating teachers’ professionalization processes towards noticing and fostering students’ potentials: A case of Content-Specific Design Research for Teachers. In Stefan Zehetmeier, Despina Potari, & Miguel Ribeiro (Eds.), Professional development and knowledge of mathematics teachers (pp. 145162). London: Routledge.
{"title":"Promoting and Investigating Teachers’ Professionalization Processes Towards Noticing and Fostering Students’ Potentials","authors":"Susanne Prediger, Susanne Schnell, Kim-Alexandra Rösike","doi":"10.4324/9781003008460-9","DOIUrl":"https://doi.org/10.4324/9781003008460-9","url":null,"abstract":"The chapter presents the research format of content-specific Design Research for teachers. It is exemplified by a specific PD content, namely “noticing and fostering students’ mathematical potentials”. The PD content requires further specification of what exactly teachers have to learn and a PD design for promoting teachers’ professionalization in this PD content. By conducting and analyzing design experiments in PDs, the PD content is further specified and the PD design is iteratively refined in order to take the teachers’ learning pathways into account. Some typical outcomes of the analysis are presented, in particular teachers’ typical perspectives while noticing and fostering students’ potentials. Noticing and fostering students’ mathematical potentials is a major task for every mathematics teacher. However, it is still neglected in professional development (PD), and even underdetermined what teachers need to learn for fulfilling this task. In this article, we take the example of this PD content to illustrate what Design Research for teachers can mean as well as how it informs the finer specification of what teachers should learn and how they can learn it. For this, we briefly introduce the main ideas of the research approach Design Research for Teachers in Section 1 and the background of the concrete PD Design Research project in Section 2. Section 3 presents exemplary design and research results which are discussed with respect to general methodological issues of the research approach in Section 4. 1. Adopting Design Research for teachers 1.1 Design Research as an established research methodology with big variety Design Research is a widely established research methodology for enhancing and investigating students’ learning. It is especially strong when two aims are to be combined: (1) designing learning arrangements and (2) investigating the initiated learning processes as well as contributing to local instruction theories (Bakker & van Eerde, 2015). Although Design Research approaches share common characteristics (e.g., interventionist, theory generative, iterative, ecologically valid, and practiceoriented, cf. Cobb et al., 2003), a big variety of approaches exists (cf. the 52 case studies documented in Plomp & Nieveen, 2013). These approaches differ in their reasons for doing Design Research, their types of results, their intended roles of the results for educational innovation, their scales, and their background theories (cf. Prediger, Gravemeijer, & Confrey, 2015a). Prediger, Susanne, Schnell, Susanne & Rösike, Kim-Alexandra (2021). Promoting and investigating teachers’ professionalization processes towards noticing and fostering students’ potentials: A case of Content-Specific Design Research for Teachers. In Stefan Zehetmeier, Despina Potari, & Miguel Ribeiro (Eds.), Professional development and knowledge of mathematics teachers (pp. 145162). London: Routledge.","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132522496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning to Teach to Reason","authors":"Jeppe Skott, Dorte Moeskær Larsen, C. Østergaard","doi":"10.4324/9781003008460-4","DOIUrl":"https://doi.org/10.4324/9781003008460-4","url":null,"abstract":"","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121668801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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