Keeping sites in sight : conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative

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gierdien_keeping_2019.pdf(800.42 KB)
Date
2019-03
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AOSIS
Abstract
The aim of this article is to shift the notion of ‘sites’ as places of work peculiar to continuous professional development (CPD) to a theoretical level, independent of, yet intimately connected to, their physical meanings, for example universities and schools. Most CPD initiatives have to contend with at least one of these two sites, in which university-based mathematics educators and school teachers can have different and at times overlapping ways of talking about the same mathematics. Using research on number and operations, non-visually salient rules in algebra and algebraic fractions, and analytic tools and notions peculiar to conversation analysis and ethnomethodology, the authors identify and analyse site-related issues in the design of particular problem sets in Grade 8 and Grade 9 toolkits and related conversations between a mathematics educator and participating teachers. The article concludes with the implications of ‘keeping in sight’ ways in which universities and schools talk and work when it comes to designing and discussing toolkits.
Description
CITATION: Gierdien, F., Smith, C., & Julie, C. 2019. Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative. Pythagoras, 40(1). doi:10.4102/pythagoras.v40i1.475
The original publication is available at https://pythagoras.org.za/index.php/pythagoras/index
Keywords
Teachers -- Education (Continuing education), Mathematics teachers -- Training of, Professional education, Ethnomethodology, Conservation analysis -- Methodology, Mathematics -- Study and teaching, Learning models (Stochastic processes), Mathematical instruments, Ethnomethodology, Career development
Citation
Gierdien, F., Smith, C., & Julie, C. 2019. Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative. Pythagoras, 40(1). doi:10.4102/pythagoras.v40i1.475
URI
http://hdl.handle.net/10019.1/123344
Collections
Research Articles (Curriculum Studies)