Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative

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dc.contributor.authorGierdien, Faaiz
dc.contributor.authorSmith, Charles
dc.contributor.authorJulie, Cyril
dc.date.accessioned2023-06-29T09:05:30Z
dc.date.available2023-06-29T09:05:30Z
dc.date.issued2019
dc.description.abstractThe 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.en_US
dc.identifier.citationGierdien, 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.v40i1.475en_US
dc.identifier.issn2223-7895
dc.identifier.urihttps://doi.org/10.4102/ pythagoras.v40i1.475
dc.identifier.urihttp://hdl.handle.net/10566/9175
dc.language.isoenen_US
dc.publisherAOSISen_US
dc.subjectProfessional developmenten_US
dc.subjectTeaching and Learningen_US
dc.subjectMathematicsen_US
dc.subjectAlgebraic fractionsen_US
dc.subjectDepartment of Basic Educationen_US
dc.titleKeeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiativeen_US
dc.typeArticleen_US

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