Mathematics teacher learning and doing within professional development

Alf Coles, Peter Liljedahl, Laurinda Brown

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)

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Abstract

In this theoretical research report, we aim to consider what is done within
professional development activity and how it may or may not approximate to what is done in a classroom. We draw on enactivism to analyse what shifts are needed for a teacher, after engaging in a professional development activity, to make new and effective distinctions in their classroom. Drawing on our own experiences of organising professional development, we consider a range of scenarios, including being offered activities for the classroom and seeing someone else teach your students in your classroom. We conclude that it is a helpful tool in designing activities to consider what is invariant and what varies in mapping what is done within professional development onto what is done in a classroom.
Original languageEnglish
Title of host publicationProceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education
EditorsB. Kaur, W. K. Ho, T. L. Toh , B. H. Choy
Place of PublicationSingapore
PublisherPME
Pages257-264
Number of pages8
Volume2
ISBN (Print)9781387136117
Publication statusPublished - 17 Jul 2017

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