Conversations held and roles played during mathematics teachers\u27 collaborative design: Two dimensions of interaction

The focus of this study is on interactions among teachers, and other participants, in the collaborative design of mathematics teaching and learning artefacts. There is a variety of modalities of collaborative design of these artefacts around the world, and research has shown the benefit of this activity for students\u27 learning and teachers\u27 professional growth. My purpose in conducting this study was to understand what happens inside these teams of collaborative design in terms of participants\u27 interactions and activities. I decided to take a social approach in researching these interactions. This research was conducted in three stages differing in the types of data sources and data generation. The first stage consisted of the study of a single case in which I participated as a member in a team of collaborative design. I analysed the conversations and actions held during the design process identifying two emerging themes: (1) the focus of the conversations and actions, and (2) the roles held by the participants of collaborative design. I characterized interactions using these two themes, which I consider as dimensions of interactions in teachers\u27 collaborative design. In the second stage of this study I looked at other cases of collaborative design. Participants from three different modalities were contacted in order to identify resonances and dissonances with the case analysed in the first stage. Lastly, in the third stage, three pieces of literature served as second-hand data to explore large-scale modalities of teachers\u27 collaborative design. Considering all the cases included in the second and third stages, I refined and extended the characterization for interactions among participants in teachers\u27 collaborative design. The resulting characterization for interactions serves as a language that acknowledges the diversity of both the settings in which collaborative design can be conducted and the participants\u27 roles played in each case. Such characterization has implications for both practitioners and researchers in mathematics education interested in teachers\u27 collaborative design and professional development

Incorporating the iPad2 in the Mathematics Classroom: Extending the Mind into the Collective

Doubtlessly, mathematics is one of the most important subjects in education from K to 12 levels especially for students interested in eventually pursuing undergraduate studies in the fields of science and technology. As it has been argued in mathematics education research, not only the content, but also the form in which students learn is important for mathematics learning. Particularly, an inquiry approach permeates through the mathematics curriculum of several countries around the world. Additionally, the use of technology to learn mathematics has been increasing in the last decades, requiring teachers and professionals in education to constantly explore and learn new possibilities or affordances in the classroom. The purpose of this paper is to initiate a discussion about the possible and complex forms of interaction among students, teacher, mathematical tasks, and the electronic tablet (iPad2) in an inquiry learning environment. An experience from a grade 10 classroom is used as a context to exemplify these interactions

What, How and Why: An international conversation on mathematics teacher learning

Permission to post granted by Esau Tenoch Cedillo Avalos, Rector (UPN), February 12, 2015

Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change

Innovators, Designers, Educators, Academics and Students (IDEAS) 2017, Leading Educational Change is the fifth annual conference co-hosted by the Werklund School of Education and the Galileo Educational Network Association at the University of Calgary. The mandate of the conference is to improve education through research, evidence-informed decisions across teaching, learning and leadership. The conference brings together innovators, designers, educators, academics and students from K-12, post-secondary and government to rise to the challenge of designing for today’s new learning landscape.YesUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oi

A phenomenological study of teachers' professional learning and their understanding of mathematics-for-teaching

PERSPECTIVAS DE LA INVESTIGACIÓN EN LA FORMACIÓN DE PROFESORES / RESEARCH PERSPECTIVES ON MATHEMATICS TEACHER PROFESSIONAL DEVELOPMENTYe

IDEAS 2016: Designing for Innovation Selected Proceedings

IDEAS 2016, Designing for Innovation, is the fourth annual teaching, learning and research conference co-hosted by the Werklund School of Education and the Galileo Educational Network at the University of Calgary. We have invited presenters from the IDEAS conference to contribute their manuscripts to this peer-reviewed conference proceedings as a way to enhance knowledge mobilization. IDEAS 2016 proceedings is a collection of selected representative works that showcase six key themes: 1) Design Thinking, 2) Higher Education Teaching and Learning, 3) Indigenous Education, 4) Language and Literacy, 5) Leadership, and 6) STEM (Science, Technology, Engineering and Mathematics) Education.YesWerklund School of Education, Galileo Educational Networ

Engaging high school students in an engineering thermodynamics project

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning

Engaging High School Students in an Engineering Thermodynamics Project

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning