Supporting the Development of Mathematical Knowledge for Teaching through Online Asynchronous Collaboration

摘要

In this paper, we report on our efforts to support teachers' de velopment of mathematical knowledge for teaching through online professional development focusing on authentic en gagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between online mathematical collaboration and the development of Mathematical Knowledge for Teaching. Results indicate that particular online mathematical collabo ration, including individual mathematical problem solving, mathematical collaboration, discussion in groups, and emer gent conversations focusing on issues of teaching and learn ing in the context of the teachers individual and collaborative work, holds the potential for supporting the development of Mathematical Knowledge for Teaching. The specifics of these results will be presented and potential implications for online mathematics teacher professional development will be dis cussed.