Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account

Cyril Julie ()
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Cyril Julie: University of the Western Cape, School of Science and Mathematics Education

Chapter Chapter 11 in Mathematics Education in Africa, 2022, pp 181-193 from Springer

Abstract: Abstract Reports by Continuing Professional Development providers about how they design activities for practicing mathematics teachers are, if at all, rarely conveyed in the research literature. This chapter is a personal account of my venturing into this area. I situate the presentation in autoethnography and use storytelling as the means of reporting. The events that triggered the story are presented as the personal fault lines I encountered. I delve into my experiences, warts and all, in designing an activity for practicing mathematics teacher learning. The activity is of the kind, I believe, can be deemed compliant with those proposed for the Fourth Industrial Revolution (4IR). It is concluded that the most viable way to build awareness of the requisite competencies and skills currently is to exploit opportunities in the operative curriculum that teachers are mandated to teach. As is the case with interpretations of stories, this is left to readers to decide for themselves.

Keywords: Autoethnography; Stories; Professional development; Mathematics teachers (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-031-13927-7_11

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DOI: 10.1007/978-3-031-13927-7_11

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