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Mathematics Professional Development

912 Words4 Pages

With regards to the challenges on how to use technology effectively in the classroom, designing sustainable professional development is a significant aspect of supporting mathematics teachers’ learning.
Currently, mathematics professional development is progressively structured around inquiry-based and collaborative experiences. However, gaining a deeper understanding of what specific professional development tools can foster teacher learning is still a future task. Hino & Makino (2015) studied learning process in a mathematics professional development program wherein three teachers collaboratively devise a Mathematics Lesson Framework (MLF). MLF is a conceptual and interpretive model for the teaching-learning process and includes setting objectives …show more content…

As Ball (1990) suggested, professional development can be achieved by having teachers fully immersed in a context of professional development where they can experience the use of technology, first as a learner in investigating problems for improving their understanding of mathematics, and then as a teacher in their actual instructional practices. This would be an effective way of having teachers improve themselves for better implementation of the recent curriculum changes and serve to mediate between reform dictations and classroom …show more content…

The growth of BYOD (Bring Your Own Device) approaches to teaching and learning and availability of free software and cheaper technology platforms (e.g. Geogebra, Desmos, Khan Academy) is witnessing a rapid evolution in terms of ease of access to technology. However, other issues are now becoming more critical, with the need to ensure that teachers and students both make effective use of the available technology. In the study of Oates, Sheryn & Thomas (2014) they determined the use of technology in assessment, ways to monitor or understand the technologies students are using, impacts of technologies on student’s learning and changes that technologies necessitate with respect to curriculum.
In the study of Cuban (2001) as cited by Hixon, E & Buckenmeyer, J, (2009) as the technology infrastructure of schools expands, a common concern has been the underutilization of computers and other technologies in the classroom. Teachers are often blamed for failing to integrate technology into their teaching, giving such reasons as lack of time, training, equipment, and support. However, it has been suggested that these are not the “real” reasons technology is underutilized; instead, it is argued that teachers’ core values about teaching and learning are the primary

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