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Professional Development for Teaching Mathematics with Technology: Fostering Teacher and Facilitator Noticing

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The Mathematics Teacher in the Digital Era

Part of the book series: Mathematics Education in the Digital Era ((MEDE,volume 16))

Abstract

Professional development of facilitators has been highlighted as a decisive factor for scaling-up professional development (PD) efforts. However, research on facilitators is still burgeoning and, for many areas like teaching mathematics with technology, little research is available on how to professionalise facilitators. In this paper we question how to prepare facilitators to support teachers for teaching mathematics with multi-representational-tools (MRT). Teaching mathematics with MRT requires a teacher to notice the subtle ways in which technology supports students learning and the challenge for facilitators is to support such a nuanced teacher noticing. Therefore, we focus on the constructs of teacher and facilitator noticing when teaching with MRT, and describe the design and implementation of a video-case-based strategy to professionalise PD facilitators to support teachers noticing of students learning when working with MRT. For this we developed the Content-Activity-Technology-Model (CAT-Model) that helps to capture in graphic form the students’ learning processes when working with technology. This provides a more accessible format for teachers and facilitators, which can also be used to reconstruct teacher and facilitator noticing. Our analyses across the three levels of the CAT-Model leads us to identify the potential and challenges for this method and outline how the multi-level video-based design can be further improved.

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Authors and Affiliations

  1. University of Siegen, Siegen, Germany

    Daniel Thurm

  2. University of Duisburg-Essen, Essen, Germany

    Patrick Ebers & Bärbel Barzel

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  1. Daniel Thurm
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  2. Patrick Ebers
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  3. Bärbel Barzel
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Correspondence to Daniel Thurm .

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Editors and Affiliations

  1. UCL Institute of Education, University College London, London, UK

    Alison Clark-Wilson

  2. Dipartimento di Matematica, Università di Torino, Torino, Italy

    Ornella Robutti

  3. Faculty of Education, Simon Fraser University, Burnaby, BC, Canada

    Nathalie Sinclair

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Thurm, D., Ebers, P., Barzel, B. (2022). Professional Development for Teaching Mathematics with Technology: Fostering Teacher and Facilitator Noticing. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-031-05254-5_1

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