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Research mathematicians and mathematics educators: collaborating for professional development
Lecturing staff in the Department of Mathematics at the University of Auckland have been involved in a longitudinal project to develop a model for professional development, theoretically grounded in Schoenfeld’s resources, orientations, and goals (ROG) model of teacher action. A group of 6-8 lecturers have been meeting regularly since 2010 to discuss and analyse video excerpts of their lecturing, along with written pre- and post-lecture statements of their “ROGs”. Along with the expected evidence of improved teaching performance, we also identified key aspects of our practice and tertiary mathematics that received repeated attention. giving further theoretical insight into lecturer behaviour in mathematics. The successful trial has since expanded into further groups that now constitute a professional development culture within our department. This paper considers the elements of the project that are considered essential to its ongoing success, and highlights the project’s implications for ongoing professional development in undergraduate mathematics.
History
Publication title
Proceedings of the 13th International Congress on Mathematical EducationPagination
1-8Department/School
Faculty of EducationPublisher
Society of Didactics of MathematicsPlace of publication
GermanyEvent title
13th International Congress on Mathematical Education (ICME 13)Event Venue
Hamburg, GermanyDate of Event (Start Date)
2016-07-24Date of Event (End Date)
2016-07-31Repository Status
- Restricted