Studying Online Participation and its Impact on the Development of Mathematical Content Knowledge for Teaching
Thursday, March 10 10:15-10:45 AM
Presider:Thomas Winkler, University of Luebeck, IMIS, Germany
In this paper, we report on our efforts to support teachers’ development of mathematical knowledge for teaching through online professional development. In particular, we report on our investigation into the relationship between online interaction in teacher development activities and teachers’ development of mathematics content for teaching. Through the integration of content analysis and social network analysis, we identify underlying relationships between aspects of online interaction – the function and content of particular posts and the relative importance of individuals in the interaction – and teacher learning. Results indicate that while interaction, broadly speaking, was not correlated with teacher learning, particular combinations of content and the centrality of an individual in the interaction were. Implications of these significant correlations for mathematics teacher education are discussed.