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EnglishIn this chapter we report on an ongoing international research about MOOCs for in-service mathematics teacher professional development. We describe and analyse two different experiences of this kind: two seasons of the Italian Math MOOC UniTo (Geometria MOOC and Numeri MOOC) and two seasons of the French eFAN Maths MOOC. Both MOOCs aimed at supporting teachers’ professional development through a suitable mediation of technology. They also aimed at triggering as much as possible the teachers’ engagement in order to develop one or more teachers’ communities of practice. Starting from our theoretical and methodological choices, we propose some reflections about design principles of MOOCs for mathematics teacher education based on theoretical principles combining three main theoretical frameworks: the Meta-Didactical Transposition and the Communities of Practice. These reflections focus on professional development built on the ideas of fostering participation and collaboration among trainees and assessing efficiently this kind of engagement.
| Titolo: | MOOCs for Mathematics Teacher Education to Foster Professional Development: Design Principles and Assessment | |
| Autori Riconosciuti: | ||
| Autori: | Aldon, Gilles; Arzarello, Ferdinando; Panero, Monica; Robutti, Ornella; Taranto, Eugenia; Trgalová, Jana | |
| Data di pubblicazione: | 2019 | |
| Abstract: | In this chapter we report on an ongoing international research about MOOCs for in-service mathematics teacher professional development. We describe and analyse two different experiences of this kind: two seasons of the Italian Math MOOC UniTo (Geometria MOOC and Numeri MOOC) and two seasons of the French eFAN Maths MOOC. Both MOOCs aimed at supporting teachers’ professional development through a suitable mediation of technology. They also aimed at triggering as much as possible the teachers’ engagement in order to develop one or more teachers’ communities of practice. Starting from our theoretical and methodological choices, we propose some reflections about design principles of MOOCs for mathematics teacher education based on theoretical principles combining three main theoretical frameworks: the Meta-Didactical Transposition and the Communities of Practice. These reflections focus on professional development built on the ideas of fostering participation and collaboration among trainees and assessing efficiently this kind of engagement. | |
| Editore: | Springer Nature | |
| Titolo del libro: | Technology in Mathematics Teaching. Selected Papers of the 13th ICMTM Conference | |
| Collana: | Mathematics Education in the Digital Era | |
| Volume: | 13 | |
| Pagina iniziale: | 223 | |
| Pagina finale: | 246 | |
| Digital Object Identifier (DOI): | 10.1007/978-3-030-19741-4_10 | |
| ISBN: | 978-3-030-19740-7 978-3-030-19741-4 | |
| URL: | https://www.springer.com/gp/book/9783030197407 | |
| Parole Chiave: | MOOC, design principles, project-based assessment, teacher professional development | |
| Appare nelle tipologie: | 02A-Contributo in volume |
File in questo prodotto:
| File | Descrizione | Tipologia | Licenza | |
|---|---|---|---|---|
| Chap11_Aldon et al 2019.pdf | Articolo completo | POSTPRINT (VERSIONE FINALE DELL’AUTORE) | Open Access Visualizza/Apri |
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