A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development

Jian Cheng Chen, Fou Lai Lin, Kai Lin Yang

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator–researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and implementing their own conjecturing activities during the workshops, the MTE-R fostered their professional learning and growth through reflection upon students’ performance. From the perspective of activity theory, this study examined the evolution of the MTE-R’s mentoring activities and tools whose design gradually changed from being based on the literature content toward being learner-centered activities with teachers as learners. Such evolution not only enhanced teachers’ learning outcomes, but also facilitated the MTE-R’s own professional growth in different areas, including mathematics, mathematics learning, mathematics teaching, teacher education, and, in particular, the extrapolation of generic examples for understanding mathematical concepts.

Original languageEnglish
Pages (from-to)517-539
Number of pages23
JournalJournal of Mathematics Teacher Education
Volume21
Issue number5
DOIs
Publication statusPublished - 2018 Oct 1

Keywords

  • Activity theory
  • Design-based workshop
  • Diagnostic conjecturing task
  • Generic example
  • Mathematics teacher educator–researcher
  • Professional development

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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