Examining the design features of a communication-rich, problem-centred mathematics professional development. Issue 3 (3rd April 2018)

• Record Type: Journal Article
• Authors: de Araujo, Zandra; Orrill, Chandra Hawley; Jacobson, Erik
• Is Part Of: International journal of mathematical education in science and technology. Volume 49:Issue 3(2018)
• Page Start: 323
• Page End: 340
• Publication Date: 2018-04-03
• Subjects: Mathematics education -- professional development -- design features -- problem solving -- teacher education -- learning community -- community of practice -- collaboration -- communication; Mathematics -- Study and teaching -- Periodicals; Mathematics -- Periodicals; 510.07
• DOI: 10.1080/0020739X.2017.1373153
• Languages: English
• ISSNs: 0020-739X

Abstract

ABSTRACT: While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The professional development was grounded in a set of mathematical tasks that each had one right answer, but multiple solution paths. The facilitator engaged participants in problem solving and encouraged participants to work collaboratively to explore different solution paths. Through analysis of this collaborative learning environment, we identified five design features for supporting teacher learning of important mathematics and pedagogy in a problem-solving setting. We discuss these design features in depth and illustrate them by presenting an elaborated example from the professional development. This study extends the existing guidance for the design of professional development by examining and operationalizing the relationships among research-based features of effective professional development and the enacted features of a particular design.