Cognitively Demanding Tasks and the Associated Learning Opportunities within the MathTwitterBlogosphere

Autor/inn/en	Parrish, Christopher W.; Martin, W. Gary
Titel	Cognitively Demanding Tasks and the Associated Learning Opportunities within the MathTwitterBlogosphere
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 2, S.364-402 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parrish, Christopher W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1772388
Schlagwörter	Mathematics Teachers; Communities of Practice; Difficulty Level; Cognitive Processes; Mathematics Instruction; Knowledge Base for Teaching; Teacher Attitudes; Social Media; Web Sites; Electronic Publishing; Computer Uses in Education; Educational Technology; Computer Mediated Communication; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Community; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Soziale Medien; Web-Design; Elektronisches Publizieren; Computernutzung; Unterrichtsmedien; Computerkonferenz; Pädagogische Kompetenz
Abstract	The purpose of this study was to determine if the MathTwitterBlogosphere (MTBoS), an online community of practice, provides opportunities for mathematics educators to learn about the knowledge and conceptions that support the effective use of cognitively demanding tasks, including mathematical knowledge for teaching, visions of high-quality mathematics instruction, and views about how to support struggling students. A qualitative case study was used to explore how content within the MTBoS, and perceptions of the effects of participation in the MTBoS, related to learning specified knowledge and conceptions. Results suggest the MTBoS is a promising avenue for providing learning opportunities related to mathematical knowledge for teaching and visions of high-quality mathematics instruction, although it may provide fewer learning opportunities related to engaging struggling students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01