Mathematics Teachers Professional Development Perceived to Improve Instruction and Learning Outcomes in Rwanda

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.

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Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice

Acta Scientiae ◽

10.17648/acta.scientiae.5566 ◽

2020 ◽

Vol 22 (1) ◽

pp. 112-133

Author(s):

Cristina Cirino de Jesus ◽

Marcia Cristina de Costa Trindade Cyrino ◽

Hélia Margarida de Oliveira

Keyword(s):

Professional Development ◽

Qualitative Research ◽

Classroom Management ◽

Community Of Practice ◽

Professional Learning ◽

Mathematics Teachers ◽

Lesson Planning ◽

Audio Recording ◽

Teachers Professional Development ◽

Multimedia Resource

This article aim is to investigate what professional learning regarding Exploratory Teaching (ET) perspective was revealed by Mathematics teachers, in a Community of Practice (CoP). In a context intended to promote teachers’ professional development, a multimedia resource integrating real classroom situations was used to promote discussion and learning. Qualitative research has been carried out with an audio recording of the group meetings and the written productions elaborated by the teachers. The learning related to the Exploratory Teaching perspective revealed by the teachers is associated to the actions and roles of the teacher, the student’s role, classroom management and the relevance of lesson planning in teacher’s practice. The involvement in the CoP favored teachers to rethink and question some of their actions during the lessons and to notice essential aspects of ET perspective and to connect them with their experiences from the classroom. The results show that the constitution of a CoP around the exploration of a multimedia case in professional development contexts can be a facilitator for the learning of its members.

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