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ERIC Number: EJ975821
Record Type: Journal
Publication Date: 2012-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1059-7069
Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
Silverman, Jason
Journal of Technology and Teacher Education, v20 n1 p47-69 Jan 2012
We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional development activities (analyzed using social network analysis methods to quantify individual's prominence in the online interactions) and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers' knowledge development. However additional analysis revealed a relationship between individual's prominence (how active an individual is as a contributor or the extent to which others seek out an individual) in collaborative sessions with a particular function or focus and the development of mathematical knowledge for teaching. The specifics of these results will be discussed and potential implications for online mathematics teacher professional development will be discussed. (Contains 8 tables and 1 figure.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A