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 |
|---|---|
| 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 |
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Keywords
- Activity theory
- Design-based workshop
- Diagnostic conjecturing task
- Generic example
- Mathematics teacher educator–researcher
- Professional development
ASJC Scopus subject areas
- Education
- Mathematics(all)
Cite this
A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development. / Chen, Jian Cheng; Lin, Fou-Lai; Yang, Kai-Lin.
In: Journal of Mathematics Teacher Education, Vol. 21, No. 5, 01.10.2018, p. 517-539.Research output: Contribution to journal › Article
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TY - JOUR
T1 - A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development
AU - Chen, Jian Cheng
AU - Lin, Fou-Lai
AU - Yang, Kai-Lin
PY - 2018/10/1
Y1 - 2018/10/1
N2 - 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.
AB - 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.
KW - Activity theory
KW - Design-based workshop
KW - Diagnostic conjecturing task
KW - Generic example
KW - Mathematics teacher educator–researcher
KW - Professional development
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U2 - 10.1007/s10857-017-9396-9
DO - 10.1007/s10857-017-9396-9
M3 - Article
VL - 21
SP - 517
EP - 539
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
SN - 1386-4416
IS - 5
ER -