Accountability conversations: mathematics teachers’ learning through challenge and solidarity

Brodie, Karin; Shalem, Yael

doi:10.1007/s10857-011-9178-8

Cited by 32 publications

(23 citation statements)

References 25 publications

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“…• The fostering of a teacher's engagement, within the communities, characterised by challenge, solidarity and accountability (Brodie and Shalem 2011), but also trust and respect (Dawson 2008). …”

Section: Resultsmentioning

confidence: 99%

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti

Cusi

Clark-Wilson

et al. 2016

ZDM Mathematics Education

100

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Section: Resultsmentioning

confidence: 99%

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti

Cusi

Clark-Wilson

et al. 2016

ZDM Mathematics Education

100

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show abstract

“…Graven and Venkat 2014;Khuzwayo and Mashiya 2015;Molefe and Brodie 2010;Webb 2015). If we add PLC research, together with alternative non-formalised programme designs such as lesson study, cluster programmes and communities of practice, research (e.g., Brodie 2007Brodie , 2013Brodie and Shalem 2011;Posthuma 2012;Pausigere and Graven 2014;Singh 2011;Ono and Fereira 2010) to formalised TPL programme design, we see that these two closely related themes combine to make 25% of the research output. This is understandable in the context of a research community seeking more sustainable models of teacher professional development and learning.…”

Section: Main Research Themesmentioning

confidence: 96%

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

Ndlovu

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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In this chapter, I review and identify themes in in-service mathematics teacher professional development/learning research in South Africa over a 10-year period from 2006 to 2015. No less than 92 journal articles were reviewed. Nine themes were identified as characterising research during this period. Mathematical knowledge for teaching and pedagogical content knowledge were the two most dominant themes. Subject matter knowledge was the fourth and closely aligned to the first two. Curriculum knowledge was the third most frequently occurring research theme and was also closely aligned to the first two. Together the first four themes constituted 54% of the research output for this period, an indication of the centrality of practising teachers' professional knowledge of school mathematics. Under-researched themes included the integration of ICTs in mathematics education as well as impact studies that were apparently constrained by lack of funding for large-scale research.

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“…Based on these activities teachers identify a key concept that underlies a number of learner errors. They then read and discuss research on learners' thinking in those concepts (Molefe, Brodie, Sapire, & Shalem 2010), design lessons to engage with learners' thinking, and then videotape and reflect on those lessons (Brodie, 2011;Brodie & Shalem 2011). In the current phase of the project, DIPIP Phase 3 (2011-2012), we are working in schools with mathematics departments, using the activities to build the departments' collective engagement with data from their schools, and their design of and reflection on lessons based on their data analysis.…”

Section: The Data Informed Practice Improvement Projectmentioning

confidence: 99%

The power of professional learning communities

Brodie

2013

Education as Change

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In this paper I share some key principles and examples from the Data Informed Practice Improvement Project. The project develops an innovative model of mathematics teacher development, with three main strands: teachers work with data from their classrooms, they use this data to understand and engage with learner errors in mathematics, and they do this collectively in professional learning communities, with facilitation from members of the project team. I describe each of these strands and present three examples that show how the strands work together to support teacher learning in professional communities. These examples illuminate a key achievement of the project: a focus on learner errors in professional learning communities can develop powerful conceptual knowledge of mathematics among teachers at the same time as developing teachers' knowledge for teaching and teaching practices.

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Accountability conversations: mathematics teachers’ learning through challenge and solidarity

Cited by 32 publications

References 25 publications

ICME international survey on teachers working and learning through collaboration: June 2016

ICME international survey on teachers working and learning through collaboration: June 2016

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

The power of professional learning communities

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