Teachers' Involvement in Designing MERLO Items: Boundary Crossing

Autor/inn/en	Robutti, Ornella; Prodromou, Theodosia; Aldon, Gilles
Titel	Teachers' Involvement in Designing MERLO Items: Boundary Crossing
Quelle	In: Digital Experiences in Mathematics Education, 7 (2021) 2, S.276-300 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-020-00081-5
Schlagwörter	Resource Units; Mathematics Instruction; Mathematics Teachers; Foreign Countries; Geometry; Computer Uses in Education; Material Development; Interaction; Australia; Italy + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Geometrie; Computernutzung; Lehrmaterialentwicklung; Interaktion; Australien; Italien
Abstract	Meaning Equivalence Reusable Learning Objects (MERLO) items are a new kind of didactical tool that can be designed by teachers and used in classes, in tasks aimed at engaging students in deep reasoning, exploring and arguing about mathematical concepts. The interactions across communities of mathematics teachers and educators in on-line professional development were studied with attention to the phenomenon of boundary crossing of MERLO items, viewed as boundary objects in this article. The study analysed a first (international) crossing of the object that passed institutional boundaries (between Australian and Italian school systems), and a second crossing of the same object --inside the Australian institutional community -- that passed boundaries (from static to dynamic representations) that we interpret in terms of method both for teachers and for researchers. This passage is possible due to the use of dynamic geometry software (GeoGebra) that supported a modification in the design of the item. The analysis shows boundary crossing as a process of transformation that can influence a modification (more or less stable) in the practices of the teachers involved and provides a deep research insight in relation to existing theoretical frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01