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Abstract The complexity of mathematics teaching is especially evident in lessons where teachers build on students’ genuine ideas, such as problem-based lessons. To enhance teachers’ capacity for rich discussions in problem-based instruction, we have developed a unique approximation of practice: digital asynchronous simulations where teachers make subject-specific decisions for a virtual teacher avatar. The simulations are based on materials and principles from a practice-based professional development (PD) program, implemented with small groups of teachers. The self-paced simulation model offers flexibility and scalability, allowing more teachers to participate on their own schedules, but it lacks key affordances of collaborative PD. To examine how to leverage the affordances of collaborative, practice-based PD, this paper uses a design-based research approach to explicate the mechanisms in which digital simulations can support mathematics teachers’ learning about problem-based lessons. We focus on two cycles of design, implementation, analysis, and revisions of the simulation model, drawing on data from focus groups with mathematics teacher educators, prospective teachers’ performance, and teachers’ reflective assignments. The analysis illustrates how two design principles –Authenticity to the teacher’s work, andNuanced feedback– were transformed to better reflect aspects of practice-based teacher learning. We argue that self-paced, asynchronous simulations with indirect feedback can effectively emulate aspects of collaborative, practice-based PD in supporting teachers’ growth. The paper also contributes to the literature on mathematics teachers’ noticing and decision-making, examining how the two interact in simulated environments. We suggest implications for designing practice-based asynchronous digital simulations, drawing on emerging technologies.
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DEVELOPING POLITICAL CONOCIMIENTO: TRAJECTORIES OF MATHEMATICS TEACHERS
This paper focuses on the trajectories of two mathematics teachers in developing Political Conocimiento through one year of Professional Development (PD) on culturally responsive mathematics teaching. The PD was organized around teacher and student noticing, positionality, community partnerships and action research. The study found that the teachers’ discourse practices shifted from whiteness pedagogies towards politicized notions of schooling, caring, and mathematics learning. The paper discusses the dominant ideologies that teachers reproduced in their discourses around mathematics education and interactions with students. It also illustrates the teachers’ trajectories of Political Conocimiento through the deconstruction of the role that race plays in their positionalities, their classrooms, and school.
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- Award ID(s):
- 1661175
- PAR ID:
- 10463413
- Editor(s):
- Lamberg, T.
- Date Published:
- Journal Name:
- Psychology of Mathematics Education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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