Advertisement

School-Based In-service Mathematics Teachers’ Professional Development: Designing Diagnostic Conjecturing Activities

  • Jian-Cheng ChenEmail author
  • Fou-Lai Lin
Chapter
Part of the Mathematics Education – An Asian Perspective book series (MATHEDUCASPER)

Abstract

This chapter reports the professional learning of 21 in-service mathematics teachers (MTs), from two junior high schools participating, in the Lighten-Up School-Based Program (LUSBP). The MTs in both the schools chose mathematical conjecturing as the theme of professional development (PD); they also participated in the PD workshops on approaches for designing diagnostic conjecturing activities planned and implemented by the same mathematics teacher educator–researcher (MTE-R). The data were collected from the dialogs and textual materials of the participating MTs, MTE-R, and students. We analyzed these data from three dimensions: the teaching designs, teaching experimentations, and environments of professional development. The results indicated the MTs’ changes included: be oriented to student-centered teaching approach, be more sensitive to students’ learning, and established the school-based professional learning communities. According to the above results, we proposed suggestions to the plan and implementation of future professional development courses for in-service mathematics teachers.

Keywords

Diagnostic conjecturing Tasks designing School-based Mathematics teacher Teacher professional development 

References

  1. Cañadas, M., Deulofeu, J., Figueiras, L., Reid, D., & Yevdokimov, O. (2007). The conjecturing process: Perspectives in theory and implications in practice. Journal of Teaching and Learning, 5(1), 55–72.Google Scholar
  2. Chen, J.-C., Lin, F.-L., Hsu, H.-Y., & Cheng, Y.-H. (2014). Integration of conjecturing and diagnostic teaching: Using proceduralized refutation model as intermediate framework. Paper presented at the the Joint Meeting of PME 38 and PME-NA 36, Vancouver, Canada: PME.Google Scholar
  3. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947–967.CrossRefGoogle Scholar
  4. Jaworski, B. (2001). Developing mathematics teaching: Teachers, teacher educators, and researchers as co-learners. In F.-L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 295–320). Dordrecht: Kluwer Academic Publishers.CrossRefGoogle Scholar
  5. Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187–211. doi: 10.1007/s10857-005-1223-z CrossRefGoogle Scholar
  6. Jaworski, B. (2008). Mathematics teacher educator learning and development. In B. Jaworski & T. Wood (Eds.), The international handbook of mathematics teacher education Volume 4: The mathematics teacher educator as a developing professional (pp. 335–361). Rotterdam: SensePublishers.Google Scholar
  7. Kemmis, S., & McTaggart, R. (1988). The action research planner: Geelong, Victoria: Deakin University Press.Google Scholar
  8. Lakatos, I. (1976). Proof and refutations: The logic of mathematical discovery. Cambridge: The Cambridge University Press.CrossRefGoogle Scholar
  9. Lin, F.-L. (2005). Modeling students’ learning on mathematical proof and refutation. Paper presented at the Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne.Google Scholar
  10. Lin, F.-L. (2006, January). Designing mathematics conjecturing activities to foster thinking and constructing actively. Paper presented at the Keynote address in the APEC-TSUKUBA International Conference, Japan.Google Scholar
  11. Lin, F.-L. (2012). The criteria for the implementation of 101 academic year Lighten-Up School-Based Program. Taipei, Taiwan. Retrieved June 1, 2013, from http://tame.tw/highlight/forum.php?mod=viewthread&tid=3&extra=page%3D1
  12. Lin, F.-L., & Tsao, L.-C. (1999). Exam math re-examined. In C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking mathematics curriculum (pp. 228–239). London: Falmer Press.Google Scholar
  13. Lin, F.-L., & Wu Yu, J.-Y. (2005, July). False proposition as a means for making conjectures in mathematics classrooms. Paper presented at the Invited speech in Asian Mathematical Conference, Singapore.Google Scholar
  14. Lin, F.-L., Yang, K.-L., Hsu, H.-Y., & Chen, J.-C. (2014). Using theoretical principles in the evaluation of teachers’ task design for conjecturing. Paper presented at the Joint Meeting of PME 38 and PME-NA 36, Vancouver, Canada: PME.Google Scholar
  15. Lin, F.-L., Yang, K.-L., Lee, K.-H., Tabach, M., & Stylianides, G. (2012). Task designing for conjecturing and proving: Developing principles based on practical tasks. In M. d. Villiers & G. Hanna (Eds.), Proof and proving in mathematics education, ICME Study 19: Springer.Google Scholar
  16. Mason, J., Burton, L., & Stacey, K. (1982). Thinking mathematically. London and Reading, Mass.: Addison-Wesley Pub. Co.Google Scholar
  17. Schön, D. (1983). The reflective practitioner. How professionals think in action. London: Basic Books.Google Scholar
  18. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 4–14.Google Scholar
  19. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Published originally in Russian in 1930.Google Scholar
  20. Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). San Francisco: Jossey-Bass.Google Scholar
  21. Zaslavsky, O. (2008). Meeting the challenges of mathematics teacher education through design and use of tasks that facilitate teacher learning. In B. Jaworski & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 93–114). Rotterdam, the Netherlands: Sense Publishers.Google Scholar
  22. Zaslavsky, O., & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7, 5–32.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Ming Chi University of TechnologyNew Taipei CityTaiwan
  2. 2.National Taiwan Normal UniversityTaipei CityTaiwan

Personalised recommendations