Understanding mathematics teachers’ collaborative learning in the context of teachers’ learning ecologies

Nadav Ehrenfeld

Understanding mathematics teachers’ collaborative learning in the context of teachers’ learning ecologies

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Over the last two decades, researchers have portrayed quality professional development for mathematics teachers as collaborative and situated in teachers’ instructional realities. However, empirical findings also point out various impediments to transforming teacher conversations into consequential learning. These findings illuminate the need to acknowledge additional resources
that teachers bring to professional interactions and the need for ever more nuanced theories of teacher learning to inform teacher educators’ work. Inspired by ecological models of learning, in this conceptual paper I work towards understanding teachers’ collaborative sensemaking as part of broader teacher learning ecologies. I distinguish and name possible scopes and contexts
for the study of teacher learning in conversations about instruction, and then identify directions for future research towards stronger connections between immediate and broader contexts.

Original language	English
Title of host publication	Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Editors	Dana Olanoff, Kim Johnson, Sandy M Spitzer
Chapter	8
Pages	623-632
Number of pages	10
State	Published - 2021
Externally published	Yes
Event	Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education - Philadelphia, United States Duration: 14 Oct 2021 → 17 Oct 2021 Conference number: 43

Conference

Conference	Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Abbreviated title	PME-NA
Country/Territory	United States
City	Philadelphia
Period	14/10/21 → 17/10/21

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Ehrenfeld, N. (2021). Understanding mathematics teachers’ collaborative learning in the context of teachers’ learning ecologies. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 623-632) https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf

@inproceedings{1a602d8684214faeadc95d4928e43ed2,

title = "Understanding mathematics teachers{\textquoteright} collaborative learning in the context of teachers{\textquoteright} learning ecologies",

abstract = "Over the last two decades, researchers have portrayed quality professional development for mathematics teachers as collaborative and situated in teachers{\textquoteright} instructional realities. However, empirical findings also point out various impediments to transforming teacher conversations into consequential learning. These findings illuminate the need to acknowledge additional resourcesthat teachers bring to professional interactions and the need for ever more nuanced theories of teacher learning to inform teacher educators{\textquoteright} work. Inspired by ecological models of learning, in this conceptual paper I work towards understanding teachers{\textquoteright} collaborative sensemaking as part of broader teacher learning ecologies. I distinguish and name possible scopes and contextsfor the study of teacher learning in conversations about instruction, and then identify directions for future research towards stronger connections between immediate and broader contexts.",

author = "Nadav Ehrenfeld",

note = "I am thankful to Ilana Horn, Barb Stengel, Teresa Dunleavy, Noel Enyedy, Susan Jurow, and Project SIGMa research team, for their support and feedback. This material is based upon work supported by the National Science Foundation under Grant No. DRL-1620920. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.; Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education ; Conference date: 14-10-2021 Through 17-10-2021",

year = "2021",

language = "الإنجليزيّة",

pages = "623--632",

editor = "Dana Olanoff and Kim Johnson and Spitzer, {Sandy M}",

booktitle = "Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education",

}

Ehrenfeld, N 2021, Understanding mathematics teachers’ collaborative learning in the context of teachers’ learning ecologies. in D Olanoff, K Johnson & SM Spitzer (eds), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. pp. 623-632, Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia, Pennsylvania, United States, 14/10/21. <https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf>

Understanding mathematics teachers’ collaborative learning in the context of teachers’ learning ecologies. / Ehrenfeld, Nadav.
Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. ed. / Dana Olanoff; Kim Johnson; Sandy M Spitzer. 2021. p. 623-632.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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N2 - Over the last two decades, researchers have portrayed quality professional development for mathematics teachers as collaborative and situated in teachers’ instructional realities. However, empirical findings also point out various impediments to transforming teacher conversations into consequential learning. These findings illuminate the need to acknowledge additional resourcesthat teachers bring to professional interactions and the need for ever more nuanced theories of teacher learning to inform teacher educators’ work. Inspired by ecological models of learning, in this conceptual paper I work towards understanding teachers’ collaborative sensemaking as part of broader teacher learning ecologies. I distinguish and name possible scopes and contextsfor the study of teacher learning in conversations about instruction, and then identify directions for future research towards stronger connections between immediate and broader contexts.

AB - Over the last two decades, researchers have portrayed quality professional development for mathematics teachers as collaborative and situated in teachers’ instructional realities. However, empirical findings also point out various impediments to transforming teacher conversations into consequential learning. These findings illuminate the need to acknowledge additional resourcesthat teachers bring to professional interactions and the need for ever more nuanced theories of teacher learning to inform teacher educators’ work. Inspired by ecological models of learning, in this conceptual paper I work towards understanding teachers’ collaborative sensemaking as part of broader teacher learning ecologies. I distinguish and name possible scopes and contextsfor the study of teacher learning in conversations about instruction, and then identify directions for future research towards stronger connections between immediate and broader contexts.

M3 - منشور من مؤتمر

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BT - Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

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T2 - Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Y2 - 14 October 2021 through 17 October 2021

ER -

Understanding mathematics teachers’ collaborative learning in the context of teachers’ learning ecologies

Abstract

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