Keeping sites in sight : conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative

Simple item page
dc.contributor.authorGierdien, Faaizen_ZA
dc.contributor.authorSmith, Charles Raymonden_ZA
dc.contributor.authorJulie, Cyrilen_ZA
dc.date.accessioned2021-11-02T14:33:14Z
dc.date.available2021-11-02T14:33:14Z
dc.date.issued2019-03
dc.descriptionCITATION: Gierdien, F., Smith, C., & Julie, C. 2019. Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative. Pythagoras, 40(1). doi:10.4102/pythagoras.v40i1.475
dc.descriptionThe original publication is available at https://pythagoras.org.za/index.php/pythagoras/index
dc.description.abstractThe aim of this article is to shift the notion of ‘sites’ as places of work peculiar to continuous professional development (CPD) to a theoretical level, independent of, yet intimately connected to, their physical meanings, for example universities and schools. Most CPD initiatives have to contend with at least one of these two sites, in which university-based mathematics educators and school teachers can have different and at times overlapping ways of talking about the same mathematics. Using research on number and operations, non-visually salient rules in algebra and algebraic fractions, and analytic tools and notions peculiar to conversation analysis and ethnomethodology, the authors identify and analyse site-related issues in the design of particular problem sets in Grade 8 and Grade 9 toolkits and related conversations between a mathematics educator and participating teachers. The article concludes with the implications of ‘keeping in sight’ ways in which universities and schools talk and work when it comes to designing and discussing toolkits.en_ZA
dc.description.urihttps://pythagoras.org.za/index.php/pythagoras/article/view/475
dc.description.versionPublisher’s version
dc.format.extent11 pages
dc.identifier.citationGierdien, F., Smith, C., & Julie, C. 2019. Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative. Pythagoras, 40(1). doi:10.4102/pythagoras.v40i1.475
dc.identifier.issn2223-7895 (online)
dc.identifier.issn1012-2346 (print)
dc.identifier.otherdoi:10.4102/pythagoras.v40i1.475
dc.identifier.urihttp://hdl.handle.net/10019.1/123344
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS
dc.rights.holderAuthors retain rights
dc.subjectTeachers -- Education (Continuing education)en_ZA
dc.subjectMathematics teachers -- Training ofen_ZA
dc.subjectProfessional educationen_ZA
dc.subjectEthnomethodologyen_ZA
dc.subjectConservation analysis -- Methodologyen_ZA
dc.subjectMathematics -- Study and teachingen_ZA
dc.subjectLearning models (Stochastic processes)en_ZA
dc.subjectMathematical instrumentsen_ZA
dc.subjectEthnomethodologyen_ZA
dc.subjectCareer developmenten_ZA
dc.titleKeeping sites in sight : conversations with teachers about the design of toolkits peculiar to a continuous professional development initiativeen_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
gierdien_keeping_2019.pdf
Size:
800.42 KB
Format:
Adobe Portable Document Format
Description:
Download article
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Articles (Curriculum Studies)