Processes that a Community of Inquiry undergo towards developing mathematics lessons with technology

Michal Tabach, Ahlam Anabousy

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

Abstract

The present research main goal is to examine processes that a community of inquiry undergo within a PD program in which middle school mathematics teachers develop mathematics lessons with technology. The research used interviews, audio-recorded discussions, written lesson plans and reflections. Data were analyzed using constant comparison method following Goos and Bennison (2008) and Jaworski (2006). The research findings indicated that to plan and implement a mathematics lesson with technology, the participating teachers went through a series of community processes that included choosing, discussing, suggesting, deciding, commenting, critical alignment, implementing and reflecting. These processes resulted in a shared repertoire of resources.
Keywords: professional development, community of inquiry, mathematics lessons with technology.
Original languageAmerican English
Title of host publicationProceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) 5-7 September 2018, Copenhagen, Denmark
EditorsHans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk, Jana Trgalova
PublisherUniversity of Copenhagen
Pages19-26
ISBN (Print)9788770787987
StatePublished - 2018
EventFifth ERME TOPIC CONFERENCE (ETC 5) - University of Copenhagen, Copenhagen, Denmark
Duration: 5 Sep 20187 Sep 2018
https://www.math.ku.dk/english/research/conferences/2018/meda/proceedings/

Conference

ConferenceFifth ERME TOPIC CONFERENCE (ETC 5)
Country/TerritoryDenmark
CityCopenhagen
Period5/09/187/09/18
Internet address

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