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Math MOOC UniTo: an Italian project on MOOCs for mathematics teacher education, and the development of a new theoretical framework

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Abstract

This paper focuses on MOOCs (massive open online courses), a fairly recent paradigm in e-learning educational projects. Despite the high dropout rate, and the impossibility of benefiting from the opportunities that bring with it a face-to-face dialogue, several factors make MOOCs a good option for ongoing teacher professional learning. The MOOCs on which we focus address mathematics teacher education. In particular, we illustrate our experience based on four MOOCs that we organized in Italy in the last 4 years within the Math MOOC UniTo project, the aim of which is the professional development of mathematics in-service teachers. In the paper we articulate the conceptual framework that has guided the design, data collection, analysis and interpretation of findings for the project. It is mainly based on the hybridization of the meta-didactical transposition (MDT) model with the instrumentation/instrumentalization processes of the instrumental approach and the network of knowledge of Connectivism. We offer this new framework (called MOOC-MDT) to stimulate discussion with colleagues in the mathematics education research community about ways in which it might be refined and extended, towards building a shared understanding of the process of mathematics teacher education through MOOCs.

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Notes

  1. By experts, we mean in-service teachers who had participated in a second level Master’s for mathematics educators in the Department of Mathematics ‘G. Peano’ of Turin University.

  2. With the hybridization, one considers a particular component of a theory. This is ‘implanted’ in another theory that, for this reason, will be hybridized: the old theoretical framework is so enriched, and the language as well. Of course, the implanted component must satisfy coherence issues with respect to the theory into which it is embedded.

  3. The complexity and multiplicity of connections can easily be perceived as chaos, information overload, in which it is difficult to find meaning or coherence in information. Siemens (2005) talks about chaos as “a cryptic form of order” (p. 4). Moreover, Siemens (2005, p. 4) states: “Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists—the learner’s challenge is to recognize the patterns which appear to be hidden”. Chaos becomes a new reality in the people’s online learning process.

  4. The fourth one has just been completed in April 2019 and its data are under investigation. The three that have been delivered are called respectively MOOC Geometria (on geometry contents, from October 2015 to January 2016), MOOC Numeri (on arithmetic and algebra contents, from November 2016 to February 2017) and MOOC Relazioni e Funzioni (on changes and relations concepts, from January 2018 to April 2018).

  5. These data come from the analysis of the initial questionnaires submitted to the MOOC-teachers of each edition, but it goes beyond our purposes to show the exact percentages here. For more information, see Taranto (2018).

  6. Note that the comment by M.C. is not the first post in the forum. She joined a discussion started by other posts she had read before writing, in fact she started by saying “I noticed it too”.

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Authors and Affiliations

  1. Department of Mathematics ‘G. Peano’, University of Turin, Turin, Italy

    Eugenia Taranto & Ferdinando Arzarello

  2. Department of Educational Sciences, University of Catania, Catania, Italy

    Eugenia Taranto

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  1. Eugenia Taranto
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  2. Ferdinando Arzarello
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Correspondence to Eugenia Taranto.

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Taranto, E., Arzarello, F. Math MOOC UniTo: an Italian project on MOOCs for mathematics teacher education, and the development of a new theoretical framework. ZDM Mathematics Education 52, 843–858 (2020). https://doi.org/10.1007/s11858-019-01116-x

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