The Online Professional Development on in-Service Mathematics Teachers: A Course about the Teaching of Mathematical Modelling
DOI:
https://doi.org/10.17533/udea.unipluri.19.2.09Keywords:
in-service teacher education, online courses, mathematics education, mathematical modelling, study and research pathAbstract
Online professional development of teachers enables to connect the dissemination of new proposals based on educational research to teachers’ experience and their difficulties when they are trying to integrate those proposals into the classroom. We present a research focused on the design and implementation of online and distance learning courses for in-service mathematics teachers based on an adaptation of the methodology of “Study and Research Paths for Teacher Education” (SRP-TE) by Ruiz-Olarría (2015). According to this methodology, the course aims at addressing, together with the participating teachers, the institutional obstacles that appear when mathematical modelling is taught. These obstacles are related to traditional pedagogical practices based on the transmission of pre-established knowledge: curricular rigidity, time management, lack of adapted assessment devices, use of ICT, multidisciplinary aspects, etc.
The research is based on a case study consisting of four successive editions of a course for Latin American mathematics teachers held by the Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada in Mexico. The course focuses on a modelling activity about sales forecasts and it adapts the SRP-TE methodology to online and distance learning education. After describing the course organization, we carry out an exploratory clinical analysis of the implemented educational process considering the evidence provided by the productions of a group of teachers. The results show the viability of the methodological adaptation, showing how the educational devices facilitate the emergence and identification of institutional constraints that generally remain hidden in the teacher’s daily work. The results also highlight limitations of the course that require greater exploitation of multimedia tools, as well as the need to extend the educational process beyond its strict length.
Downloads
References
Artigue, M. (2016). Soutenir le développement professionnel des enseignants: un défi majeur à relever. Cuadernos de Investigación y Formación en Educación Matemática, 11(15), 35-56.
Barberá, J.P., y Fuentes, M. (2012). Aprender inteligencia emocional mediante formación online ¿es posible? Revista Didáctica, Innovación y Multimedia, 24 http://dim.pangea.org/revista24.htm
Barquero, B., & Bosch, M. (2015). Didactic Engineering as a Research Methodology: From Fundamental Situations to Study and Research Paths. In A. Watson & M. Ohtani (Eds.), Task Design in Mathematics Education- ICMI Study 22 (pp. 249–273). New ICMI Study Series. Cham: Springer. doi:10.1007/978-3-319-09629-2_8
Barquero, B., Florensa, I., y Ruiz-Olarría, A. (2019). The education of school and university teachers within the paradigm of questioning the world. In M. Bosch, Y. Chevallard, F. J. García y J. Monaghan (Eds.), Working with the anthropological theory of the didactic: A comprehensive casebook (pp. 189-212). New York, USA: Routledge
Barquero, B., Bosch, M., & Romo, A. (2018). Mathematical modelling in teacher education: dealing with institutional constraints. ZDM - Mathematics Education, 50(1-2), 31-43. doi:10.1007/s11858-017-0907-z
Borba, M. C., & Zulatto, R. B. A. (2006). Different media, different types of collective work in online continuing teacher education: Would you pass the pen, please? In Proceedings of the 30th conference of the international group for the psychology of mathematics education (pp. 201–208). Prague: PME
Bosch, M., y Gascón, J. (2009). Aportaciones de la Teoría Antropológica de lo Didáctico a la Formación del Profesorado de Secundaria. In M. L. González, M. T. González & J. Murillo (Eds.) Investigación en Educación Matemática XIII (pp. 89-113). Santander, España: SEIEM.
Chevallard, Y. (2013). Enseñar matemáticas en la sociedad de mañana: Alegato a favor de un contraparadigma emergente. Redimat - Journal of Research in Mathematics Education, 2(2), 161-182. doi:10.4471 /redimat.2013.26
Cirade, G. (2006). Devenir professeur de mathématiques. Entre problèmes de la profession et formation à l’IUFM. (Tesis de doctorado). Université de Provence, Francia.
Castañeda, L., y Adell, J. (2011). El desarrollo profesional de los docentes en entornos personales de aprendizaje (PLE). En Rogi Vila, R. y Laneve, C. (Eds.) La práctica educativa en la Sociedad de la Información: Innovación a través de la investigación (pp. 83-95). Alcoy: Marfil.
Costa, C. (2009). Teachers professional development through Web 2.0 environments. Best practices for the knowledge society. Knowledge, learning, development and technology for all. Communications in Computer and Information Science, 49, part 1, 26-32.
Galleguillos, J., & Borba, M. (2017). Expansive movements in the development of mathematical modeling: analysis from an Activity Theory perspective. ZDM - Mathematics Education, 44(6), 717–731. doi:10.1007/s11858-017-0903-3
Garuti, R. (2004). From research in mathematics education to teachers' training through Internet. En M.A. Mariotti (Ed.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education (pp. 1-9). Italy: University of Pisa.
Gueudet, G., Sacristán, A.I., Soury-Lavergne, S., & Trouche, L. (2012). Online paths in mathematics teacher training: new resources and new skills for teacher educators. ZDM - Mathematics Education, 44(6), 717–731.
Goldsmith L. T., Doerr, H., M., & Lewis, C. (2014). Mathematics teachers’ learning: a conceptual framework and synthesis of research. Journal of Mathematics Teacher Education 17(1), 5-36. doi:10.1007/s10857-013-9245-4
Gómez-Blancarte, A., Romo-Vázquez, A., Miranda, I., Aguilar, M.S., Castañeda, A., & Lezama, J. (2019). An online learning community for the professional development of mathematics teachers in Mexico. Interciencia, 44(4), 247–252.
Llinares, S., & Valls, J. (2010). Prospective primary teachers’ learning from on-line discussions in a virtual video-based environment. Journal of Mathematics Teacher Education, 13(2), 177-196. doi:10.1007/s10857-009-9133-0
McGraw, R., Lynch, K., Koc, Y., Budak, A., & Brown, C.A. (2007). The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators. Journal of Mathematics Teacher Education, 10(2), 95-121. doi:10.1007/s10857-007-9030-3
Orey, D.C., & Rosa, M. (2018). Developing a mathematical modelling course in a virtual learning environment. ZDM - Mathematics Education 50(1-2), 173–185. doi:10.1007/s11858-018-0930-8
Parra-Zapata, M. M., Rendón-Mesa, P. A., Ocampo-Arenas, M. C., Sánchez-Cardona. J., Molina-Toro, J.F., y Villa-Ochoa, J. A. (2018). Participación de profesores en un ambiente de formación online. Un estudio en modelación matemática. Educación Matemática, 30(1), 185-212. doi:10.24844/EM3001.07
Pedinielly, J.L., y Fernandez, L. (2015). L’observation clinique et l’étude de cas (3e). París: Armand Colin.
Ponte, J.P., & Santos, L. (2005). A distance in-service teacher education setting focused on mathematics investigations: the role of reflection and collaboration. Interactive Educational Multimedia, 11, 104-126.
Romo, A., y Covián, O.N. (2018). Desarrollo profesional de profesores de matemáticas en la modalidad en línea y a distancia. El caso de un curso para el diseño de actividades didácticas. REDIMAT – Journal of Research in Mathematics Education, 7(1), 69-92. doi:10.17583/redimat.2018.2016
Romo-Vázquez. A., y Gómez-Blancarte, A. L. (2018). La equidad en el aprendizaje de profesores mediante la interacción entre experiencia y competencia. Revista Colombiana de Educación, 74, 269-287.
Romo-Vázquez, A., y Hache, C. (2019). Prácticas lingüísticas en la clase de matemáticas. Una experiencia de profesionalización online para profesores de matemáticas. REDIMAT – Journal of Research in Mathematics Education, 8(2), 112-138. doi:10.4471/redimat.2019.2503
Ruiz-Olarría, A. (2015). La formación matemático-didáctica del profesorado de secundaria: De las matemáticas por enseñar a las matemáticas para la enseñanza. (Tesis de doctorado). Universidad Autónoma de Madrid, Madrid, España.
Serrano, L., Bosch, M., y Gascón, J. (2013). Recorridos de estudio e investigación en la enseñanza universitaria de ciencias económicas y empresariales. UNO: Revista de didáctica de las matemáticas, 62, 39-48.
Serrano, L. (2002). La modelización matemática en los estudios universitarios de economía y empresa: análisis ecológico y propuesta didáctica. (Tesis de doctorado). Universidad Ramon Llul, Barcelona, España.
Sierra, T. A. (2006). Lo matemático en el diseño y análisis de organizaciones didácticas. Los sistemas de numeración y la medida de magnitudes (Tesis de doctorado). Universidad Complutense de Madrid, Madrid, España.
Scott, S. (2010). The theory and practice divide in relation to teacher professional development. En J. O. Lindberg & D. O. Angers (eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 20-40). Hershey, USA: IGI Global.
Winbourne, P., & Watson, A. (1998). Participating in learning mathematics through shared local practices in classrooms. In A. Watson (Ed.), Situated cognition and the learning of mathematics (pp. 93-104). Oxford, Inglaterra: Centre for Mathematics Education Research. University of Oxford.
Wideman, H. (2010). Online teacher learning communities: A literature review. Institute for Research on Learning Technologies, York University.
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 University of Antioquia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who have publications in this Journal accept the following terms:
- The content of each article is the responsibility of its authors
- The author(s) preserve(s) the moral rights over the article and transfer(s) the patrimonial rights to the University of Antioquia, which can publish it or distribute electronic copies, as well as include it in indexing services, directories or national and international Open Access data bases, under the Creative Commons Attribution License (CC BY-NC-ND).
- The author(s) should sign a declaration of transfer of economic rights to the University of Antioquia, after the acceptance of the manuscript.
- Authors are allowed and advised to disseminate their work through the Internet (eg, institutional telematic archives or their website) before and during the submission process. That can produce interesting exchanges and increase citations of the published work.
- The author(s) has (have) the responsibility to arrange and get the necessary permissions to reproduce any material protected by copyright.
