Aldon, Gilles and Arzarello, Ferdinando and Panero, Monica and Robutti, Ornella and Taranto, Eugenia and Trgalová, Jana (2019) MOOCs for mathematics teacher education to foster professional development: design principles and assessment. In: Aldon, Gilles and Trgalová, Jana, (eds.) Technology in Mathematics Teaching. Mathematics Education in the Digital Era. Springer, pp. 223-246.
Full text not available from this repository.Abstract
In this chapter we report on an ongoing international research about MOOCs for in-service mathematics teacher professional development. We describe and analyze 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 aim at supporting teachers’ professional development through a suitable mediation of technology. They also aim at triggering as much as possible teacher engagement in order to develop one or more teachers communities of practice. Starting from our methodological choices, as trainers, we propose some reflections about design principles of MOOCs for mathematics teacher education using the theoretical lens of the Meta-Didactical Transposition. These reflections focus on trainers’ practices to foster participation and collaboration among trainees and to assess efficiently this kind of engagement.
| Item Type: | Chapter in book |
|---|---|
| Uncontrolled Keywords: | MOOC, Design principles, Project-based assessment, Teacher professional development |
| Subjects: | Mathematical sciences > Mathematics Thechnologies > Others in technology Education Education > Training teachers |
| Department/unit: | Dipartimento formazione e apprendimento > Centro competenze didattica della matematica |
| Depositing User: | Monica Panero |
| Date Deposited: | 15 Feb 2021 14:50 |
| Last Modified: | 15 Feb 2021 14:51 |
| URI: | http://repository.supsi.ch/id/eprint/12386 |
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