Difference between revisions of "Gierdien-etal2019"

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Gierdien-etal2019
BibType ARTICLE
Key Gierdien-etal2019
Author(s) Faaiz Gierdien, Charles Smith, Cyril Julie
Title Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative
Editor(s)
Tag(s) EMCA, Professional development, Math, Algebra, Learning
Publisher
Year 2019
Language English
City
Month
Journal Pythagoras
Volume 40
Number 1
Pages a475
URL
DOI https://doi.org/10.4102/pythagoras.v40i1.475
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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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.

Notes