Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks
Since teachers have the greatest impact on student learning, it is crucial to consider how professional development programs (PDP) for teachers can enhance their contribution, especially in designing mathematical tasks for teaching. This paper focuses on identifying patterns of practices of mathemat...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-09-01
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| Series: | Trends in Higher Education |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2813-4346/2/4/33 |
| _version_ | 1797380844444188672 |
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| author | Iresha Gayani Ratnayake Eugenia Taranto |
| author_facet | Iresha Gayani Ratnayake Eugenia Taranto |
| author_sort | Iresha Gayani Ratnayake |
| collection | DOAJ |
| description | Since teachers have the greatest impact on student learning, it is crucial to consider how professional development programs (PDP) for teachers can enhance their contribution, especially in designing mathematical tasks for teaching. This paper focuses on identifying patterns of practices of mathematics teacher educators related to crucial aspects of two teacher PDPs: one conducted face-to-face and the other using a Massive Open Online Course (MOOC). The Meta-Didactical Transposition is employed as the theoretical framework for comparing the two PDPs and for identifying patterns of practices. The findings suggest that educators, both in face-to-face and online settings, consider certain practices to guide teachers in designing mathematical tasks. This paper aims to share experiences of good practices that can be implemented by other researchers seeking to guide teachers in task design, either alone or in small groups. |
| first_indexed | 2024-03-08T20:42:53Z |
| format | Article |
| id | doaj.art-8e05d2f8b36a469ba0ff81f856d68688 |
| institution | Directory Open Access Journal |
| issn | 2813-4346 |
| language | English |
| last_indexed | 2024-03-08T20:42:53Z |
| publishDate | 2023-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Trends in Higher Education |
| spelling | doaj.art-8e05d2f8b36a469ba0ff81f856d686882023-12-22T14:12:19ZengMDPI AGTrends in Higher Education2813-43462023-09-012454656910.3390/higheredu2040033Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical TasksIresha Gayani Ratnayake0Eugenia Taranto1Department of Education, Uppsala University, 75237 Uppsala, SwedenFaculty of Humanities, Foreign Language and Education, Kore University of Enna, Cittadella Universitaria, 94100 Enna, ItalySince teachers have the greatest impact on student learning, it is crucial to consider how professional development programs (PDP) for teachers can enhance their contribution, especially in designing mathematical tasks for teaching. This paper focuses on identifying patterns of practices of mathematics teacher educators related to crucial aspects of two teacher PDPs: one conducted face-to-face and the other using a Massive Open Online Course (MOOC). The Meta-Didactical Transposition is employed as the theoretical framework for comparing the two PDPs and for identifying patterns of practices. The findings suggest that educators, both in face-to-face and online settings, consider certain practices to guide teachers in designing mathematical tasks. This paper aims to share experiences of good practices that can be implemented by other researchers seeking to guide teachers in task design, either alone or in small groups.https://www.mdpi.com/2813-4346/2/4/33task designteachers’ professional developmentmathematics teacher educatorsMOOCdigital technologyMeta-Didactical Transposition |
| spellingShingle | Iresha Gayani Ratnayake Eugenia Taranto Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks Trends in Higher Education task design teachers’ professional development mathematics teacher educators MOOC digital technology Meta-Didactical Transposition |
| title | Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks |
| title_full | Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks |
| title_fullStr | Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks |
| title_full_unstemmed | Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks |
| title_short | Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks |
| title_sort | mathematics teacher educators practices to support teachers in the design of mathematical tasks |
| topic | task design teachers’ professional development mathematics teacher educators MOOC digital technology Meta-Didactical Transposition |
| url | https://www.mdpi.com/2813-4346/2/4/33 |
| work_keys_str_mv | AT ireshagayaniratnayake mathematicsteachereducatorspracticestosupportteachersinthedesignofmathematicaltasks AT eugeniataranto mathematicsteachereducatorspracticestosupportteachersinthedesignofmathematicaltasks |