Abstract
This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator–researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and implementing their own conjecturing activities during the workshops, the MTE-R fostered their professional learning and growth through reflection upon students’ performance. From the perspective of activity theory, this study examined the evolution of the MTE-R’s mentoring activities and tools whose design gradually changed from being based on the literature content toward being learner-centered activities with teachers as learners. Such evolution not only enhanced teachers’ learning outcomes, but also facilitated the MTE-R’s own professional growth in different areas, including mathematics, mathematics learning, mathematics teaching, teacher education, and, in particular, the extrapolation of generic examples for understanding mathematical concepts.
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Appendices
Appendix 1: Diagnostic conjecturing activity case
Appendix 2: Conjecturing activity case designed by teachers: medians and altitude of triangles
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Chen, JC., Lin, FL. & Yang, KL. A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development. J Math Teacher Educ 21, 517–539 (2018). https://doi.org/10.1007/s10857-017-9396-9
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DOI: https://doi.org/10.1007/s10857-017-9396-9