Exploring Self-Based Collaborative Concept Exploration in Mathematics Teachers’ Learning

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Coaching, Teacher Knowledge, and Pedagogy in Mathematics Education (Table 10)

Abstract

Concerns about teachers’ mathematical knowledge for teaching suggest the need for ongoing studies to consider innovative professional-learning approaches to help them to enhance this knowledge. This paper reports on a project that investigates such an approach involving self-based collaborative concept exploration (SCCE). It presents the theoretical framework of the SCCE. It focuses on the project’s initial stage that explored whether the knowledge a group of ten experienced teachers of different grades shared about a mathematics concept would support the SCCE and lead to enhanced mathematical knowledge for them. Findings suggested that teachers could share the type of practice-based mathematical knowledge needed to support the SCCE and form a basis to further explore the concept to enhance their horizon content knowledge.

Author

• Olive Chapman, University of Calgary