@inproceedings{b70cabd2aa5044fbaf169ba179c1cc81,
title = "Teachers{\textquoteright} learning through iterative context-based mathematical problem posing",
abstract = "In a previous study, we used the variation theory of learning to develop a multi-dimensional model (MDM) through which teachers iteratively can modify their context-based mathematical problem-posing (CMPP) products. We now investigate how the MDM can promote teacher learning through iterative task co-design. In a case study, we analyze modifications that a teacher, Adi, embedded in her task during and after tutor-teacher CMPP redesign meetings. We show how tutor MDM-based interventions stimulated teacher learning: Some suggestions were not just embraced by the teacher, but also led her to articulate dimensions of possible variation manifested in further modifications she inserted to her task. We suggest implications for future research related to teacher task-designer programs.",
author = "Nadav Marco and Alik Palatnik",
note = "Publisher Copyright: {\textcopyright} 2023, Psychology of Mathematics Education (PME). All rights reserved.; 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 ; Conference date: 16-07-2022 Through 21-07-2022",
year = "2023",
language = "الإنجليزيّة",
isbn = "9789659311231",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
pages = "315--322",
editor = "Michal Ayalon and Boris Koichu and Roza Leikin and Laurie Rubel and Michal Tabach",
booktitle = "Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023",
}