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Editors contains: "Fernández, C"

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  1. ; ; ; ; (, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education)
    Fernández, C. (Ed.)
    This study examined one teacher’s perspectives of effective professional development (PD) four years after attending PD workshops to better understand her uptake and what content, instructional practices, and resources she continues to use, why and how she interprets and implements these practices in her classroom today. We also examined her perspective on the design features of PD that she attributes to her learning. We used a survey and collected video data from the teacher’s classroom, and we also conducted think aloud interviews to better understand her teaching and learning overtime and her perception of her own learning and how it is currently evidenced in her classroom today. Through triangulation of data and analyses, we identified six assertions that capture her perspectives on effective features of PD design as well as providing evidence of her sustained learning four years post PD. 
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    Accepted Manuscript Full Text Available
  2. ; ; (, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education)
    Fernández, C.; Llinares, S.; Gutiérrez, A.; Planas, N. (Ed.)
    In this paper, we explore the development of effective research-practice partnerships (RPPS) that created mediated spaces for mathematics teaching and learning, gleaning learning across activities and efforts. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; (, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education)
    Fernández, C; Llinares, S; Gutiérrez, A; Planas, N (Ed.)
    This study captured middle and high school teachers’ perceptions of what they learned from professional development 3-4 years after participating in one of three NSF funded year-long professional development (PD) projects. We surveyed teachers (n=66) from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from PD experiences 3-4 years down the road especially those they find relevant to their current teaching position. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and these learnings have evolved through colleague collaboration and other PD opportunities. 
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    Accepted Manuscript Full Text Available
  4. ; ; (, Proceedings of the PME Conference)
    Fernández, C.; Llinares, S.; Gutiérrez, A.; Planas, N. (Ed.)
    The need for high-quality remote learning experiences has been illustrated by the COVID-19 pandemic. As such, there is a need to explore instructional videos that go beyond expert exposition as the main pedagogical approach. An emerging body of research has begun to investigate instructional videos that feature dialogue. However, this body of research has focused primarily on whether such videos are effective. In contrast, the purpose of our study is to investigate the dialogic learning processes involved as students viewing dialogic videos develop mathematical meaning. We employed a Bakhtinian perspective to analyse the learning of a pair of Grade 9 students who engaged with dialogic instructional videos. The results focus on ventriloquation as a learning process. 
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    Accepted Manuscript Full Text Available