of those that did so reported explicitly on how their theoretical frame shaped the design of research methodologies/ approaches guiding activities with teachers. One significant outcome has been the difficulty of relating teachers' learning to collaboration within a project, although many initiatives report developments in teaching, teacher learning and students' learning.
This study aims to explore how teachers from four countries—France, Israel, Italy, and Germany—manage their teaching–learning activity in the context of lockdown due to the COVID-19 pandemic. About 700 teachers from the four countries participated in this study. They were given an online questionnaire that involved 22 open-ended items, in which they were requested to complete the items that were structured taking into account the relationships between teacher, students, mathematics and resources. The qualitative analysis of teachers’ answers was carried out, referring to both the meta-didactical transposition model and Bishop’s framework on values to investigate teachers’ teaching–learning activities and the reasons underlying their choices. The empirical analysis suggests four tasks corresponding to the main challenges that teachers had to face during the time of lockdown: (a) managing distance learning to support students’ learning through specific methodologies; (b) managing distance learning to develop assessment; (c) managing distance learning to support those students that face difficulties and/or are living a difficult situation/developing inclusive teaching; and (d) managing distance learning to exploit its potentialities for fostering typical mathematical processes. The values that motivated the teachers to change their teaching–learning activities are discussed, conclusions of how the time of lockdown affects the mathematics teaching is drawn, and finally, recommendations and insights from this study are shared.
The authors of this paper were tasked by ICME-13 organisers with conducting a survey on the topic "Mathematics Teachers Working and Learning through Collaboration". Four research questions guided the survey, concerned with: the nature of collaborative working; the people who engage collaboratively; the methodological and theoretical perspectives used; what learning could be observed and how it related to collaboration? The resulting survey drew from a wide range of sources, identifying papers relevant to the topic-316 papers were identified, analysed against a set of criteria and organised into three major themes, each relating to one or more of our research questions: Different contexts and features of mathematics teachers working in collaboration; Theories and methodologies framing the studies; Outcomes of collaborations. In addition to the papers revealed by the survey, the team sought contributions from projects around the world which are not represented in the published literature. Members from these projects offered 'narratives' from the work of teachers in the projects. This paper reports on the nature of the projects revealed by the survey and the narratives, their theoretical and methodological focuses, and the range of findings they expressed. While we offer a significant range of factors and findings, resulting from a very considerable work, we are aware of limitations in our study: we missed relevant papers in journals outside our range; papers reviewed were usually not authored by teachers so the teachers' voice was often missing; narratives came from projects with which we were familiar, so we missed others. The survey team is in the process of initiating an ICMI study which can take this work into these missing areas. This paper follows closely the presentation made by the survey team at the ICME-13 congress. In presenting findings from the survey, we have tried to provide examples from and make reference to the survey papers. Because the set of references would be too large to fit within our word limit, we have had to reduce the number of references made. However, readers can find a full set of references in a more detailed paper, Robutti et al. in (ZDM Mathematics Education, 48(5), 651-690, 2016).
This paper is based on a design-based research project investigating how to use digital resources to help activate formative assessment processes in the classroom. Performed as part of FaSMEd, a European Union project, our own project adopts a comprehensive theoretical framework, including the different functionalities of technology, formative assessment strategies, the agents involved, and teacher practices in classroom discussion management. Through this framework we analyze the design and implementation of specific digital worksheets that can be sent from teacher to students and vice versa, as well as displayed on the students' tablets, on the teachers' computer and/or on interactive whiteboards, by means of connected classroom technology. These digital resources are meant to help students share their results, opinions and reflections with their classmates and teachers during or at the end of mathematical activities. In this paper we focus on how to exploit digital worksheets supported by connected classroom technologies in order to help activate formative assessment (FA) strategies, especially during class-wide activities. Our analysis reveals that formative assessment strategies emerge in the shape of typical patterns of their interaction when digital worksheets are implemented in the lessons. Hence we have outlined several criteria for the design and implementation of digital worksheets in support of FA processes.
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