Journal article
Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
Journal of technology and teacher education, v 20(1), pp 47-69
01 Jan 2012
Abstract
We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional development activities (analyzed using social network analysis methods to quantify individual's prominence in the online interactions) and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers' knowledge development. However additional analysis revealed a relationship between individual's prominence (how active an individual is as a contributor or the extent to which others seek out an individual) in collaborative sessions with a particular function or focus and the development of mathematical knowledge for teaching. The specifics of these results will be discussed and potential implications for online mathematics teacher professional development will be discussed. [PUBLICATION ABSTRACT]
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Details
- Title
- Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
- Creators
- Jason Silverman
- Publication Details
- Journal of technology and teacher education, v 20(1), pp 47-69
- Publisher
- Association for the Advancement of Computing in Education
- Number of pages
- 23
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Other Identifier
- 991021893689604721