Teachers’ learning through iterative context-based mathematical problem posing

Nadav Marco, Alik Palatnik

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

1 Scopus citations

Abstract

In a previous study, we used the variation theory of learning to develop a multi-dimensional model (MDM) through which teachers iteratively can modify their context-based mathematical problem-posing (CMPP) products. We now investigate how the MDM can promote teacher learning through iterative task co-design. In a case study, we analyze modifications that a teacher, Adi, embedded in her task during and after tutor-teacher CMPP redesign meetings. We show how tutor MDM-based interventions stimulated teacher learning: Some suggestions were not just embraced by the teacher, but also led her to articulate dimensions of possible variation manifested in further modifications she inserted to her task. We suggest implications for future research related to teacher task-designer programs.

Original languageAmerican English
Title of host publicationProceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023
EditorsMichal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach
PublisherPsychology of Mathematics Education (PME)
Pages315-322
Number of pages8
ISBN (Print)9789659311231
StatePublished - 2023
Event46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 - Haifa, Israel
Duration: 16 Jul 202221 Jul 2022

Publication series

NameProceedings of the International Group for the Psychology of Mathematics Education
Volume3
ISSN (Print)0771-100X
ISSN (Electronic)2790-3648

Conference

Conference46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023
Country/TerritoryIsrael
CityHaifa
Period16/07/2221/07/22

Bibliographical note

Publisher Copyright:
© 2023, Psychology of Mathematics Education (PME). All rights reserved.

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