A year of engaging with the discipline of noticing: five mathematics lecturers' reflections

Breen, Sinéad; McCluskey, Aisling; Meehan, Maria; O’Donovan, Julie; O’Shea, Ann

doi:10.1080/13562517.2013.860107

Cited by 9 publications

(9 citation statements)

References 11 publications

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“…In one study, five lecturers in Ireland maintained notebooks of significant instances of learning that they noticed while teaching (Breen, McCluskey, Meehan, O'Donovan, & O'Shea, 2014). After reflecting individually on the instances, the lecturers shared their insights with one another.…”

Section: Professional Development For Non-tenure Track Facultymentioning

confidence: 99%

Developing a Faculty Learning Community for Non-Tenure Track Professors

Bond¹

2015

IJHE

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Non-tenure track faculty vary greatly in terms of their ranks, teaching abilities, workloads, and motivational levels and have unique professional development needs. In response, universities are differentiating professional development for these professors. This case study examined an emerging research university's efforts to provide a faculty learning community (FLC) for its non-tenure track professors. Data were collected during an academic year from interviews with the participants, evaluations completed by the participants after the meetings, and the facilitators' curricular materials. The participants learned useful instructional strategies and felt more connected to their colleagues, more supported by the university, and more confident in their teaching. The findings suggest that FLCs are a viable method of professional development for non-tenure track faculty.

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Section: Professional Development For Non-tenure Track Facultymentioning

confidence: 99%

Developing a Faculty Learning Community for Non-Tenure Track Professors

Bond¹

2015

IJHE

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“…It is interesting to remark on the gender difference among the MOOC participants and finalists. For all 236 active participants, the percentage of female participants (67) is more than twice the percentage of male active participants (32). Furthermore, in terms of the finalists, Table 1 shows about 71 female finalists in contrast to 22 male finalists.…”

Section: Description Of the Moocmentioning

confidence: 96%

Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics

et al. 2021

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In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.

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“…Thirdly, in the implementation phase, in this research tutorial one tutor facilitates, another tutor acts as an observer, and a research assistant acts as a second observer; all tutor-student interactions are recorded. By 'attending'-recognising and/or noticing, identifying, and responding to the students' productive struggles on the concept of percentage changes-tutors sought to address the tutorial objectives [69][70][71]. In other words, the construct of the mathematical noticing framework includes: attending to, interpreting, and deciding how the tutor's responses to the students' productive struggles plays a critical role during the facilitation of the research tutorial [72].…”

Section: The Operationalisation Of a Research Tutorialmentioning

confidence: 99%

Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

Mhakure¹

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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This chapter is part of a larger research project that seeks to investigate sustainable ways of improving group-based tutoring in higher education courses. A growing body of research into teaching and learning in higher education acknowledges that higher education institutions are regarded as bastions of active teaching and learning that encourage students' deep learning and critical engagement. However, existing research also suggests that there is a lack of active participation by students during learning activities in tutorials; one of the reasons is the poor quality of the interactions between tutors and students during tutorials. Postgraduate students, who make up the majority of tutors, receive little formal training and lack sophisticated instructional skills on how to facilitate tutorials. By using an example, this chapter argues for the use of a research tutorial as a training strategy for tutor professional development (TPD) in an undergraduate Quantitative Literacy (QL) intervention course. The research methodology employed in this study is the lesson study. A research tutorial is a tutorial designed by both tutors and researchers that is used for TPD purposes. Suggestions for future research include focussing on how tutors notice, and attend to, the students' productive struggles during an undergraduate QL tutorial.

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A year of engaging with the discipline of noticing: five mathematics lecturers' reflections

Cited by 9 publications

References 11 publications

Developing a Faculty Learning Community for Non-Tenure Track Professors

Developing a Faculty Learning Community for Non-Tenure Track Professors

Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics

Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

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