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Title: Building “Small Worlds” in online professional development with evidence-based noticing and wondering
Understanding how to design online professional development environments that support mathematics teachers in developing mathematical and pedagogical knowledge is more important than ever. We argue that productive social and sociomathematical (SM) norms have benefits for teachers learning mathematics in online asynchronous collaboration and that particular patterns in interactions can create context for the emergence of such norms. We employed social network analysis to compare the emerging social networks of two iterations of an online asynchronous professional development course focused on functions to understand whether particular scaffolds can support the emergence of specific patterns of interactions. Results suggest that evidence-based noticing and wondering can impact the “small world” properties of a social network and associated potential for the emergence of social and SM norms.  more » « less
Award ID(s):
2010306
PAR ID:
10343283
Author(s) / Creator(s):
;
Editor(s):
Olanoff, D.; Johnson, K.; Spitzer, S.M.
Date Published:
Journal Name:
Proceedings of the 43rd Annual Meeting of PME-NA
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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