NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1145901
Record Type: Journal
Publication Date: 2017-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0731-9258
Supporting Teachers' Understandings of Function through Online Professional Development
Silverman, Jason
Journal of Computers in Mathematics and Science Teaching, v36 n1 p17-39 Jan 2017
This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of function--primarily functions as a process and covariational reasoning--and how specific online professional development activities can support gains in teachers' understandings of the foundational reasoning abilities and understandings that underlie pre-calculus and calculus. The authors present the mathematical goals for the professional development, the mathematical tasks participating teachers engaged with, and the model for online collaboration employed to support teachers' mathematical development. The article includes a discussion of the significant gains that can be attributed to participation in the online professional development and the implications for mathematics education.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1222355