A Modeling Perspective in Designing Teacher Professional Learning Communities

• In Event: Roundtable Session 19
  In Roundtable Session: Mathematics Teachers' Knowledge and Learning

Abstract

This paper describes how a Models and Modeling Perspective (Lesh & Doerr, 2003) was employed in a multi-tiered research design of a teacher professional learning community. This perspective was used in a way as to better understand, analyse and support the nature and development of teacher knowledge and skills. Core in our approach was the focus on teachers’ developing knowledge and skills, while designing and implementing technology based modeling activities. Results revealed that teachers improved their teaching methods and content knowledge, and motivation towards teaching modeling in their classrooms. We conclude that the development of such a community, although very demanding both in skills and competencies, might serve in supporting teachers in their day-to-day teaching of modeling.

Author

• Nicholas Mousoulides, University of Nicosia