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The Professional Development of Mathematics Teachers: Generality and Specificity

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Mathematics and Technology

Part of the book series: Advances in Mathematics Education ((AME))

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Abstract

The aim of this work is to present a study concerning primary and secondary in-service teacher professional development in the perspective of carrying out some innovations related to usual practice. The first results show that one major difference among the teachers groups involved is represented by the voluntary nature as well as by the training duration; the latter would permit the overcoming of a natural resistance to the change. We claim, as a base of our work, the need and the pertinence of a debate on the necessity of comparative studies concerning the teacher’s position according to the results of the pedagogical, psychological and sociological research on the role of the teacher.

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Notes

  1. 1.

    In the scope of the activities of the “Centre of Research and Experimentation in Mathematics Education” (Centro di Ricerca e Sperimentazione dell’Educazione Matematica - CRSEM http://cli.sc.unica.it/crsem/) established in 1980 at the Department of Mathematics and Information Technology of the University of Cagliari.

  2. 2.

    We distinguish between the teacher’s and student’s position to indicate the system’s element and not the institutional roles. In the analysis of teaching practices (also in relation to multimedia learning environments) who undertakes the teacher’s position can be a peer , a tutor or a specific practice, also in ITC or e-learning . With regards to this, read the chapter by Albano G. (2017) in this volume.

  3. 3.

    “Milieu ” in the terminology introduced by Brousseau (1986).

  4. 4.

    These examples are more pertinent in Italian since in this language these words are a single term (maremoto, mareggiata, ammaraggio).

  5. 5.

    In the group G1 of teachers under training who worked with us, the same phenomenon appeared in the case of training on astronomy contents, which were not part of their background .

  6. 6.

    Knowing concerning students in E i position completes the model, presented by Comiti et al. (1995).

  7. 7.

    The term noosphere is used here in the sense of Chevallard (1985). In this context it indicates, more precisely , a teacher’s certainties on a cultural, epistemological and institutional level on a certain mathematics subject .

  8. 8.

    In Brousseau’s sense .

  9. 9.

    http://www.indire.it/

  10. 10.

    http://risorsedocentipon.indire.it/offerta_formativa/f/index.php?action=home&area_t=f& d_ambiente=7

  11. 11.

    http://mediarepository.indire.it/iko/uploads/allegati/M7PWITOE.pdf (A.A. 2012)

  12. 12.

    http://formazionedocentipon.indire.it/wp-content/uploads/2014/12/GDA_R1-Report-INDIRE-rev.-10.07.2014_lm_def.pdf.

  13. 13.

    http://www.indire.it/progetto/formazione-disciplinare-docenti-pon/

  14. 14.

    I thank G. Deiana, M.G. Sciabica, I. Arthemalle (who have developed the activities) and teacher S. Deplano (trainer during the Course).

  15. 15.

    I thank M. Alberti, who accepted to describe here training experience also personally during the presentation of this work during the CIEAEM65 . A synthesis of the activities realized in the third, fourth and fifth classes of the primary school can be found on the CRSEM website.

  16. 16.

    S stands for a given knowledge.

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Authors and Affiliations

  1. Dipartimento di Matematica e Informatica, Università degli Studi di Cagliari, Cagliari, Italy

    Maria Polo

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  1. Maria Polo
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Correspondence to Maria Polo .

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Editors and Affiliations

  1. Laboratoire de recherche : S2HEP, EducTice - InstitutFrançais de l’Éducation - École Normale Supérieure de Lyon, Lyon, France

    Gilles Aldon

  2. Département de mathématiques (GROUTEAM), Université du Québec à Montréal, Montréal, Québec, Canada

    Fernando Hitt

  3. Dipartimento di Matematica, Università degli Studi di Torino, Torino, Italy

    Luciana Bazzini

  4. Fachbereich Erziehungswissenschaft und Psychologie, Freie Universität Berlin, Berlin, Germany

    Uwe Gellert

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Polo, M. (2017). The Professional Development of Mathematics Teachers: Generality and Specificity. In: Aldon, G., Hitt, F., Bazzini, L., Gellert, U. (eds) Mathematics and Technology. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-51380-5_23

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  • DOI: https://doi.org/10.1007/978-3-319-51380-5_23

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