Facilities for Mathematics Teachers’ Learning from Professional Development Programmes: A Qualitative Systematic Review

Daniel Brehmer, Andreas Ryve — Fri, 28 Jun 2024 00:00:00 +1000

It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers’ practice or student learning, while the teachers’ learning is treated as a black box. Calls have been made for a shared body of knowledge on teachers’ professional learning and what supports such learning. In this article, 84 articles from mathematics education journals are examined with respect to facilities and catalysts for teacher learning from PDPs for mathematics teachers. Two main types of PDPs were identified—those that target teacher knowledge growth and those that target changed instruction—and it was determined that the types of facilities for catalysing learning linked to them differ. Typical of PDPs targeting teacher knowledge growth is that they emphasise knowledge of content and teaching, knowledge of content and students and specialised content knowledge; following insight and/or body of knowledge as facilities for catalysing the learning. Typical of PDPs targeting changed instruction is that they use more time and have a larger time span than PDPs targeting teacher knowledge growth, emphasise knowledge of content and teaching; and follow strategies by doing/experimenting when establishing them in the classroom as facilities for catalysing the learning.

Prospective Mathematics Teachers’ Epistemological Obstacles in Developing Project-based Numeracy Tasks

Vivi Suwanti, Cholis Sa'dijah, Makbul Muksar — Fri, 28 Jun 2024 00:00:00 +1000

This study aims to describe the epistemological obstacles of prospective Indonesian secondary mathematics teachers’ in designing project-based numeracy tasks (PbNTs). Three case studies focused on qualitative analyses of prospective Indonesian secondary mathematics teachers’ PbNTs from responses to a semi-structured interview based on indicators of epistemological obstacles. It was found that epistemological knowledge was not the main cause of the obstacles they experienced, which is inconsistent with findings described in previous studies. It was revealed the prospective secondary mathematics teachers were too focused on the mathematical aspects and did not pay attention to the role of contextual knowledge in the process of PbNT design.

Mathematics Teacher Education and Development

Facilities for Mathematics Teachers’ Learning from Professional Development Programmes: A Qualitative Systematic Review

Prospective Mathematics Teachers’ Epistemological Obstacles in Developing Project-based Numeracy Tasks