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Evolution of Didacticians' meta-didactical Praxeologies and Documentation Work.
Gabriella Pocalana1, Ornella Robutti1
1Mathematics Department "G. Peano", University of Turin, Turin, Italy.
International Journal of Science and Mathematics Education
|June 26, 2023
Summary
This study explores how mathematics educators' professional development design (meta-didactical praxeologies) connects with their documentation practices. Collaboration with teachers shapes both, evolving program goals towards building inquiry communities.
Area of Science:
- Mathematics Education Research
- Teacher Professional Development
- Educational Documentation
Background:
- Didacticians, as mathematics education researchers and teacher educators, design and implement professional development programs.
- Teacher professional development is crucial for effective mathematics instruction, particularly for inquiry-based learning.
- The documentation generated by didacticians plays a key role in program design and implementation.
Purpose of the Study:
- To investigate the relationship between didacticians' meta-didactical praxeologies and their documentation work.
- To understand how collaboration with teachers influences this relationship.
- To explore the evolving goals of teacher professional development programs.
Main Methods:
- A qualitative case study approach was employed.
- Data involved two didacticians designing a professional development program for 17 in-service mathematics teachers.
- Document analysis and observation of the design and implementation process were utilized.
Main Results:
- A significant intertwining evolution was observed between didacticians' meta-didactical praxeologies and their documentation work.
- Teacher collaboration was found to nurture this intertwined development.
- The program's goals evolved from task implementation to community building.
Conclusions:
- The study highlights a dynamic interplay between theoretical frameworks (Meta-Didactical Transposition) and practical documentation in teacher education.
- Findings suggest a need for an interpretative model for didacticians' work, integrating these frameworks.
- This research contributes to understanding the complex process of designing and implementing effective teacher professional development.
Keywords:
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