An Online Support System for Teachers of Mathematics in Regional, Rural and Remote Australia

Abstract

This article outlines the rationale for, and development of an online support system (OSS) for teachers of mathematics in regional, rural and remote (RRR) Australia as part of an ongoing longitudinal project, Regional Teachers of Mathematics Networks (RTMN). The OSS is designed to assist development of interconnected collaborative networks for teachers of mathematics in order to help them develop their professional identity. The article builds on the logic of the broader RTMN project, arguing that the development of a teacher of mathematics identity (ToMI) framework through participation in networked communities of practice (CoPs) is integral to improved practice and teacher retention. Theoretical considerations, framed within the overarching conceptual umbrella of cultural accumulation theory, are provided and relate mathematics CoPs to professional development and its role in the development of a localised teacher of mathematics identity. This framing outlines the importance of an OSS that supports both face-to-face and online (virtual) CoP functions for teachers of mathematics. The article also states the case for a design-based implementation research approach that allows stakeholders to sustain ongoing evaluation and updating of the OSS platform for professional learning exchanges within the ToMI framework.

Design and implementation of a smart learning environment for teaching computer networking

“…Such an approach would enable students to acquire the requisite knowledge, skills and experiences, both theoretical and practical, through learning activities. Most importantly, such activities, if designed appropriately, should enable students to play an active role in obtaining the knowledge, skills and experiences needed to configure and manage realworld computer network scenarios (see e.g., Bui et al, 2020;Woolcott et al, 2022).…”

Community as an Anchor, Compass and Map for Thriving Rural Education

“…It reflects on ways that Tasmanian parents are engaging other parents within their communities in discussion and planning for their children's post-school education (Kilpatrick, Burns, Katersky Barnes, Kerrison & Fischer, 2020) and the ways that rural undergraduate students are finding community and capacity through their academic mentors (Burns, 2020). The issue explores preservice teachers' notions of readiness for teaching in rural and remote schools following targeted placement activities (Hudson, Young, Thiele & Hudson, 2020) and considers the ongoing professional learning needs of mathematics teachers and the opportunities afforded by their communities of practice (Bui et al, 2020). As a concluding note, this issue incorporates insights gained from the other side of the world, where the experiences of teachers crying in cupboards provides valuable insights about what communities offer their teachers (Burns, Fogelgarn & Billett, 2020).…”

“…The fifth paper, by Bui et al (2020) emphasises the need for ongoing, localised professional learning for regional, rural and remote teachers. Australian early career teachers are overrepresented in rural schools (Thomson & Hillman, 2019), and these teachers have complex professional learning needs (Herrington, Herrington, Kervin & Ferry, 2006).…”

“…Equitable access to targeted, high quality professional development is often a challenge for these teachers, with travel time to access these opportunities sometimes greater than the time spent in professional development sessions (Broadley, 2012). The small size of many of these schools also exacerbate the challenges, making it difficult for communities of practice to flourish (Bui et al, 2020). These factors combine to make it difficult for teachers to establish communities of practice in the ways that Wenger (1998) emphasised, through shared language, practices, objectives and activities that are central to their work.…”

“…These factors combine to make it difficult for teachers to establish communities of practice in the ways that Wenger (1998) emphasised, through shared language, practices, objectives and activities that are central to their work. In response, Bui et al (2020) promote the development of an online support system to establish a community of practice for regional, rural and remote mathematics teachers. This is intended to facilitate teachers' synchronous and asynchronous engagement across time and distance through a variety of modes and across a range of networks and activities that meet their individual, local and evolving professional learning needs (Trust, Krutka & Carpenter, 2016).…”