Mathematics professional development as design for boundary encounters.

Autor/inn/en	Sztajn, Paola; Wilson, P. Holt; Edgington, Cyndi; Myers, Marrielle
Titel	Mathematics professional development as design for boundary encounters.
Quelle	In: ZDM : mathematics education, 46 (2014) 2, S. 201-212 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0560-0
Schlagwörter	Lernprozess; Unterrichtsentwicklung; Mathematikunterricht; Grenzerfahrung; Wissenszuwachs
Abstract	This theoretical paper examines a process for researchers and teachers to exchange knowledge. We use the concepts of communities of practice, boundary encounters, and boundary objects to conceptualize this process within mathematics professional development (MPD). We also use the ideas from design research to discuss how mathematics professional development researchers can make professional development the focus of their research. In particular, we examine the question: How can MPD be conceptualized and designed around research-based knowledge in ways that promote knowledge exchange about students' mathematics and mathematics learning among researchers and teachers to improve the practices of both the research and the teaching communities? We propose that MPD is a premier space for researchers and teachers to exchange knowledge from their communities, impacting both researchers' and teachers' practices without reducing the importance of either.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/4