Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative
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Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS
Abstract
The aim of this article is to shift the notion of ‘sites’ as places of work peculiar to continuous
professional development (CPD) to a theoretical level, independent of, yet intimately connected to,
their physical meanings, for example universities and schools. Most CPD initiatives have to contend
with at least one of these two sites, in which university-based mathematics educators and school
teachers can have different and at times overlapping ways of talking about the same mathematics.
Using research on number and operations, non-visually salient rules in algebra and algebraic
fractions, and analytic tools and notions peculiar to conversation analysis and ethnomethodology,
the authors identify and analyse site-related issues in the design of particular problem sets in
Grade 8 and Grade 9 toolkits and related conversations between a mathematics educator and
participating teachers. The article concludes with the implications of ‘keeping in sight’ ways in
which universities and schools talk and work when it comes to designing and discussing toolkits.
Description
Keywords
Professional development, Teaching and Learning, Mathematics, Algebraic fractions, Department of Basic Education
Citation
Gierdien, F. et al. (2019). Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative. Pythagoras, 40(1), a475. https://doi.org/10.4102/ pythagoras.v40i1.475