Report
Studying Online Participation and Its Impact on the Development of Mathematical Content Knowledge for Teaching
North American Chapter of the International Group for the Psychology of Mathematics Education, pp.603-611
Oct 2011
Abstract
We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development. In particular, we report on our investigation into the relationship between online interaction and teachers' development of mathematics content for teaching. Through the integration of content analysis and social network analysis, we identify underlying relationships between aspects of online interaction and teacher learning. Results indicate that while interaction, broadly speaking, was not correlated with teacher learning, particular combinations of content and the centrality of an individual in the interaction were. Implications of these significant correlations for mathematics teacher education are discussed. [For the complete proceedings, see https://eric.ed.gov/?id=ED585874]
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Details
- Title
- Studying Online Participation and Its Impact on the Development of Mathematical Content Knowledge for Teaching
- Creators
- Jason Silverman - Drexel University
- Publication Details
- North American Chapter of the International Group for the Psychology of Mathematics Education, pp.603-611
- Conference
- The Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 33rd (Reno, Nevada, United States, 20 Oct 2011–23 Oct 2011)
- Publisher
- North American Chapter of the International Group for the Psychology of Mathematics Education
- Number of pages
- 9
- Resource Type
- Report
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991021893689204721