Teachers’ professional practice conducting mathematical discussions

Conducting Virtual Facilitated Discussions

Virtual technology is now routinely used for meetings of large, multi-location organizations (Vandenburg and Reese, 2011), and shows great promise for bringing together geographically dispersed participants in facilitated discussions, as long as participants are familiar with the technology and comfortable using it. In most instances, it makes sense to conduct facilitated sessions in a face-to-...

The Effect Improving Teachers’ Knowledge of Practice: Concept-map Implementation in the Mathematical Teacher Professional Development Community

Abstract This study focused upon the effects of implementing the concept-map learning method among math educators. It is believed that this method is effective in assisting teachers during lesson content and activity design and reflection of teaching practice. This research found that the concept-map learning method was effective in different experience levels of teachers range from master-leve...

An Analysis of Evaluative Comments in Teachers’ Online Discussions of Representations of Practice

It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students’ actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers' online discussions of animations of classroom episodes realized with cartoo...

Understanding CS Teachers’ Professional Identity

Currently, we are facing big challenges of preparing and supporting K-12 CS teachers. In addition to increasing the number of CS teachers, there is a great need of supporting those teachers to grow and retain as committed, quality teachers. As suggested by teacher identity theory, teachers’ sense of commitment and (other aspects of) teaching profession is tightly linked with their sense of iden...

What teachers’ want: Identifying mathematics teachers’ professional learning needs