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 language | English |
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Pages (from-to) | 517-539 |
Number of pages | 23 |
Journal | Journal of Mathematics Teacher Education |
Volume | 21 |
Issue number | 5 |
DOIs | |
Publication status | Published - 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)