Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers

From a sociocultural perspective, we examine activities generated by genres of tasks to understand how the tasks shape teachers knowledge of technology and mathematical content for teaching. The tasks and activities come from a professional development project that engages the cyberlearning system,...

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Autor principal:	Powell, Arthur B.
Formato:	Online
Idioma:	eng
Publicado:	Universidad de Costa Rica 2016
Acceso en línea:	https://revistas.ucr.ac.cr/index.php/cifem/article/view/23947

id	CIFEM23947
record_format	ojs
spelling	CIFEM239472016-05-28T08:30:13Z Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers Powell, Arthur B. Collaboration dynamic geometry mathematical discourse task design technology teachers’ professional development Collaboration dynamic geometry mathematical discourse task design technology teachers’ professional development From a sociocultural perspective, we examine activities generated by genres of tasks to understand how the tasks shape teachers knowledge of technology and mathematical content for teaching. The tasks and activities come from a professional development project that engages the cyberlearning system, Virtual Math Teams with GeoGebra. Working in teams, teachers enhance their understanding of dynamic geometry and how to engage in productive mathematical discussion. We theorize and discuss principles of our task design. We explore a task and the collaborative work of a team of teachers to illustrate relationships between the task design, productive mathematical discourse, and the development of new mathematics knowledge for the teachers. Implications of this work suggest further investigations into interactions between characteristics of task design and learners mathematical activity. From a sociocultural perspective, we examine activities generated by genres of tasks to understand how the tasks shape teachers knowledge of technology and mathematical content for teaching. The tasks and activities come from a professional development project that engages the cyberlearning system, Virtual Math Teams with GeoGebra. Working in teams, teachers enhance their understanding of dynamic geometry and how to engage in productive mathematical discussion. We theorize and discuss principles of our task design. We explore a task and the collaborative work of a team of teachers to illustrate relationships between the task design, productive mathematical discourse, and the development of new mathematics knowledge for the teachers. Implications of this work suggest further investigations into interactions between characteristics of task design and learners mathematical activity. Universidad de Costa Rica 2016-05-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article application/pdf https://revistas.ucr.ac.cr/index.php/cifem/article/view/23947 Cuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIV CIAEM; 371-382 Cuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIV CIAEM; 371-382 2215-5627 1659-2573 eng https://revistas.ucr.ac.cr/index.php/cifem/article/view/23947/24103 Derechos de autor 2016 Cuadernos de Investigación y Formación en Educación Matemática
institution	Universidad de Costa Rica
collection	Cuadernos de Investigación y Formación en Educación Matemática
language	eng
format	Online
author	Powell, Arthur B.
spellingShingle	Powell, Arthur B. Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
author_facet	Powell, Arthur B.
author_sort	Powell, Arthur B.
description	From a sociocultural perspective, we examine activities generated by genres of tasks to understand how the tasks shape teachers knowledge of technology and mathematical content for teaching. The tasks and activities come from a professional development project that engages the cyberlearning system, Virtual Math Teams with GeoGebra. Working in teams, teachers enhance their understanding of dynamic geometry and how to engage in productive mathematical discussion. We theorize and discuss principles of our task design. We explore a task and the collaborative work of a team of teachers to illustrate relationships between the task design, productive mathematical discourse, and the development of new mathematics knowledge for the teachers. Implications of this work suggest further investigations into interactions between characteristics of task design and learners mathematical activity.
title	Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
title_short	Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
title_full	Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
title_fullStr	Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
title_full_unstemmed	Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
title_sort	tasks and activities to enhance technological pedagogical mathematical content knowledge of teachers
title_alt	Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
publisher	Universidad de Costa Rica
publishDate	2016
url	https://revistas.ucr.ac.cr/index.php/cifem/article/view/23947
work_keys_str_mv	AT powellarthurb tasksandactivitiestoenhancetechnologicalpedagogicalmathematicalcontentknowledgeofteachers
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Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers

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