scholarly journals Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

2019 ◽  
Vol 4 (1) ◽  
pp. 31-44
Author(s):  
Kamirsyah Wahyu ◽  
Dwi Ratnasari ◽  
Sofyan Mahfudy ◽  
Desventri Etmy
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Exploratory Study ◽  
Theoretical Perspective ◽  
Task Design ◽  
Theoretical Perspectives ◽  
Teachers Professional Development ◽  
Point Of Departure

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.   

scholarly journals Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Kamirsyah Wahyu ◽  
Dwi Ratnasari ◽  
Sofyan Mahfudy ◽  
Desventri Etmy
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Exploratory Study ◽  
Theoretical Perspective ◽  
Task Design ◽  
Theoretical Perspectives ◽  
Teachers Professional Development ◽  
Point Of Departure

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.   

scholarly journals Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2975
Author(s):  
Eugenia Taranto ◽  
Simone Jablonski ◽  
Tomas Recio ◽  
Christian Mercat ◽  
Elisabete Cunha ◽  
...  
Keyword(s):  
Professional Development ◽  
Task Design ◽  
Theoretical Background ◽  
Special Focus ◽  
Message Board ◽  
Digital Tool ◽  
Massive Open Online Course ◽  
Qualitative Approaches ◽  
Teachers Professional Development ◽  
The Impact

In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.

A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development

2021 ◽  
pp. 167-186
Author(s):  
Jeffrey Choppin ◽  
Julie Amador ◽  
Cynthia Callard ◽  
Cynthia Carson ◽  
Ryan Gillespie ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Middle Grade ◽  
Teachers Professional Development ◽  
Synchronous Online

Editorial: Research Articles Can Be Helpful to Practitioners

2010 ◽  
Vol 41 (1) ◽  
pp. 2-5
Author(s):  
Glendon W. Blume
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Education Research ◽  
Research Articles ◽  
Research Journal ◽  
Mathematics Coaches ◽  
Research In Mathematics Education

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

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