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 language | English |
|---|---|
| Title of host publication | Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023 |
| Editors | Michal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach |
| Publisher | Psychology of Mathematics Education (PME) |
| Pages | 315-322 |
| Number of pages | 8 |
| ISBN (Print) | 9789659311231 |
| State | Published - 2023 |
| Event | 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 - Haifa, Israel Duration: 16 Jul 2022 → 21 Jul 2022 |
Publication series
| Name | Proceedings of the International Group for the Psychology of Mathematics Education |
|---|---|
| Volume | 3 |
| ISSN (Print) | 0771-100X |
| ISSN (Electronic) | 2790-3648 |
Conference
| Conference | 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 |
|---|---|
| Country/Territory | Israel |
| City | Haifa |
| Period | 16/07/22 → 21/07/22 |
Bibliographical note
Publisher Copyright:© 2023, Psychology of Mathematics Education (PME). All rights reserved.