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In this chapter I report on a design research project of a digital collaborative platform for an embedded problem-based mathematics curriculum—the Connected Mathematics Project (CMP). The goal of the project is to enhance the teaching and teaming of mathematics that occurs in paper-and-pencil classrooms by leveraging the affordances of digital technologies in a digital classroom environment. In this chapter I share lessons learned for developing the digital collaborative platform for students and teachers, focusing on how the project team: (1) reimagined mathematics problems delivered in a digital collaborative platform, (2) supported a model of collaboration in the digital platform, and (3) provided students with just-in-time supports in the digital collaborative platform. To illustrate the lessons learned, I report on the iterative changes made to features of the digital collaborative platform based on analysis of project data and feedback from teachers and students.
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Harnessing Asynchronous Digital Simulations of Problem-based Lessons to Support Mathematics Teachers’ Professional Development: A Design-based Approach
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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- Award ID(s):
- 2201087
- PAR ID:
- 10618235
- Publisher / Repository:
- Springer Nature Link
- Date Published:
- Journal Name:
- International Journal of Science and Mathematics Education
- ISSN:
- 1571-0068
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1007/s10763-024-10514-x
