ICME international survey on teachers working and learning through collaboration: June 2016

Abstract

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.

Changes in Attitudes Towards Textbook Task Modification Using Confrontation of Complexity in a Collaborative Inquiry: Two Case Studies

“…The ways in which the participants in a PLC interact is closely linked to the roles they play within the community (Robutti et al 2016). The three elements of practice-engagement, imagination, and alignment of participant-can be employed as essential norms in a PLC (Jaworski 2003) for lesson study.…”

“…Teacher researcher-or teacher-led inquiry communities have been increasingly viewed as promising for professional growth and development of theory and practice in mathematics education (Lin and Cooney 2001;Dowling 2013;Jaworski 2003;Slavit and Nelson 2010;Robutti et al 2016;Goodchild 2008;Goodchild et al 2013). Researchers have reported that teachers both deepen content knowledge and pedagogical knowledge by learning ways of teaching and develop their understanding of how to facilitate students' conceptual understanding through collaborative work with their colleagues and researchers (e.g., Sullivan et al 2012; K.-H. Lee (&) Seoul National University, Seoul, South Korea e-mail: khmath@snu.ac.kr Cooper et al 2006).…”

Una experiencia de formación para futuros profesores: producir matemática en un contexto de modelización matemática vinculada con fenómenos geométricos

“…Tanto la investigación como este artículo que focaliza en la propuesta, se conectan con cuestiones relativas a formación de futuros profesores en matemática. Esta área posee actualmente interés en el ámbito internacional (Even y Ball, 2009), señalamos los resultados del Survey presentado en el último Congreso Internacional de Educación Matemática (ICME) (Robutti, et al, 2016) y la convocatoria para la próxima Conferencia de Estudio número 25 (ICMI Study 25) a realizarse en febrero de 2020 (Borko, et al, 2019). A su vez, la preocupación respecto a la formación matemática de jóvenes de los distintos niveles educativos pone de manifiesto la necesidad de contribuir y prestar especial atención a la formación docente de quienes enseñarán matemática.…”

Invited Lectures from the 13th International Congress on Mathematical Education

“…Teacher researcher-or teacher-led inquiry communities have been increasingly viewed as promising for professional growth and development of theory and practice in mathematics education (Lin and Cooney 2001;Dowling 2013;Jaworski 2003;Slavit and Nelson 2010;Robutti et al 2016;Goodchild 2008;Goodchild et al 2013). Researchers have reported that teachers both deepen content knowledge and pedagogical knowledge by learning ways of teaching and develop their understanding of how to facilitate students' conceptual understanding through collaborative work with their colleagues and researchers (e.g., Sullivan et al 2012 Cooper et al 2006).…”