Professional development of mathematics teachers toward the facilitation of small-group collaboration

Tabach, Michal; Schwarz, Baruch B.

doi:10.1007/s10649-017-9796-x

Cited by 13 publications

(7 citation statements)

References 37 publications

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“…Based on the findings, we propose that PD programmes significantly affect teaching practices and contribute to student performances. Mathematics teacher PD programmes influenced the teaching and learning in the classroom in improving mathematics learning for students (Carney et al, 2016;Tabach & Schwarz, 2018;Yopp et al, 2019) and understanding students' way of thinking (Polly et al, 2018). In addition, through effective PD, teachers can build meaningful content knowledge (Thurm & Barzel, 2020;Xie et al, 2017) and support teachers in improving their mathematics teaching practice (Gee & Whaley, 2016;Pang, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Effective PD programmes must be designed to enhance the level of teaching skills in the classroom. Various studies have been conducted to identify suitable PD programmes for mathematics teachers in improving teacher competence in teaching and learning (Tabach & Schwarz, 2018;Tan & Ang, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Yang et al (2018),Sarama et al (2017),Pournara and Barmby (2019),Heck et al (2019),Beilstein et al (2020),Tabach and Schwarz (2018),Tan and Ang (2016), Auletto and Stein (2019), Thurm and Barzel (2020), Xie et al (2017), Carney et al (2016), Darragh and Radovic (2019), Hill et al (2017), Bozkurt and Ruthven (2017), Kul (2018), Dayal and Cowie (2019), Young et al (2019), Huang and Manouchehri (2019) Teaching practices Biccard and Wessels (2017), Biccard (2018), Sevis, Gee and Whaley (2016), Ni Shuilleabhain and Seery (2018), Bruckmaier et al (2016), Courtney (2018), Yopp et al (2019), Galindo and Newtion (2017), Andersson and Palm (2018), Chai (2019), Caddle et al (2016), Martin et al (2018), Clark-Wilson and Hoyles (2019), Nel and Luneta (2017), Liang et al (2019), Maher and Prescott (2017), Oslund (2016), Pang (2016) Student learning outcomes…”

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confidence: 98%

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Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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confidence: 98%

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Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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“…Other research into the teacher’s role when working with small groups has highlighted several features that are found in DT environments, notably the fact that it is impossible for teachers to keep track of each group’s work (Dekker & Elshout-Mohr, 2004 ). The focus is often on monitoring group work, providing assistance and facilitating collaboration (Tabach & Schwarz, 2017 ). Teachers have thus to adapt their interventions to their students’ needs and first identify any difficulties before providing guidance.…”

Section: Previous Outcomes and Theoretical Backgroundmentioning

confidence: 99%

Open Dynamic Situations of Classroom Use of Digital Technologies: Investigating Teachers’ Interventions

Abboud

Rogalski

2021

Can. J. Sci. Math. Techn. Educ.

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This study addresses teachers’ activity when working with digital technologies (DT) in their classrooms. We build upon a model that considers teaching as managing open dynamic situations . Within the model, teachers’ activity is viewed as diagnosing students’ mathematical activity, managing uncertainties due to the characteristics of the situation and decision-making about didactic interventions. The study extends our earlier work and focuses on teachers’ interventions in DT-based lessons, as they manage disturbances caused by unexpected difficulties. Our first observation is that there is a substantial change in how teachers diagnose these difficulties compared to paper-and-pencil environments. Notably, they need to make more inferences about the pedagogical support that is provided. Second, we show that in such conditions, rather than facing the single dynamicity of the class as a whole, the teacher has to deal with multiple, open dynamic situations (small groups named mini-classes), which are themselves intertwined in the dynamics of students’ interactions with technology. Moreover, even if teachers are able to make reliable inferences concerning an individual student’s current difficulties, they must also be able to make inferences about the scope of such difficulties within the class as a whole. We present four case studies that illustrate the diverse approaches that teachers take when managing such open dynamic situations and use them to illustrate the concepts and analytical tools that are introduced.

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“…The process-focused view brings together research that examines social interactions, discourses in students' collaboration, communication or collective meaning-making (Brenneman et al 2019;Tabach and Schwarz 2018). In the following, we will detail the process-focused view more thoroughly, since it is of special interest for this article.…”

Section: An Overview Of the Literaturementioning

confidence: 99%

An inferentialist account of students’ collaboration in mathematics education

Seidouvy

2019

Math Ed Res J

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Collaboration is an increasingly popular topic in mathematics education due to its potential to foster students' learning. The purpose of this article is to draw attention to the semantic philosophical theory of inferentialism and its value for investigating students' collaboration. We suggest that Brandom's inferentialism can serve as a valuable theoretical resource to overcome certain issues of existing theoretical viewpoints on student collaboration. In particular, we argue that inferentialism may help to understand the individual and social nature of collaboration as intertwined. We illustrate our inferentialist approach using data from two scenes taken from video-recorded group work sessions from a fifth and seventh grade primary school class in Sweden. The topic in both classes was data generation in statistics.

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Professional development of mathematics teachers toward the facilitation of small-group collaboration

Cited by 13 publications

References 37 publications

Professional Development of Mathematics Teacher: A Systematic Literature Review

Professional Development of Mathematics Teacher: A Systematic Literature Review

Open Dynamic Situations of Classroom Use of Digital Technologies: Investigating Teachers’ Interventions

An inferentialist account of students’ collaboration in mathematics education

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