Unit:
Department of MathematicsLibrary of the School of Science
Author:
Bakogianni Dionysia
Dissertation committee:
Δέσποινα Πόταρη, Καθηγήτρια, Τμήμα Μαθηματικών, ΕΚΠΑ
Θεοδόσιος Ζαχαριάδης, Καθηγητής, Τμήμα Μαθηματικών, ΕΚΠΑ
Φώτιος Σιάννης, Επικ. Καθηγητής, Τμήμα Μαθηματικών, ΕΚΠΑ
Rolf Biehler, Professor, Department of Mathematics, Paderborn University, Germany
Maria Meletiou-Mavrotheris, Department of Education Sciences, European University, Cyprus
Χαράλαμπος Σακονίδης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Δημοκρίτειο Πανεπιστήμιο Θράκης
Χρυσαυγή Τριανταφύλλου, Επικ. Καθηγήτρια, Τμήμα Μαθηματικών ΕΚΠΑ
Original Title:
Studying a community of secondary mathematics teachers who negotiate new resources for the teaching of statistics
Translated title:
Studying a community of secondary mathematics teachers who negotiate new resources for the teaching of statistics
Summary:
In the context of a community of practice (CoP), eleven secondary mathematics teachers collaborated in exploring various resources that aim to support teaching statistics that fosters learners in developing statistical thinking and reasoning (DSTR). Through successive cycles of (a) exploring statistical tasks, (b) discussing educational material, (c) designing for their students, (d) implementing in the classroom and (e) reflecting on the implementation, the teachers interact with various resources which are other times get into the teaching repertoire of the community and other times not. Viewing the teaching practice in a dynamic triangle of resources, learning potentials and teaching features, we are interested in how the interactions among these elements form the teachers’ community shared repertoire. Our analysis makes use of the data produced in the five-steps cycle as described above, i.e. 10 meetings last about three hours each. The data are analyzed into three levels of analysis. The first level is based on the principles of Grounded Theory (Glaser 1998, Charmaz, 2006) aiming to capture particular elements of the teaching practice, namely resources, learning potentials and features, that emerged in teachers’ work. This level gave us an insight into elements that seems to be crucial for the DSTR teaching practice and also of the appearance of the emerged elements in the five 4 stages of the inquiry cycle (see above).The next two levels focus on a particular resource that appears to have a crucial role for DSTR both in our data analysis and in the statistics education literature, which is the dynamic software tools for statistics instruction (STSI). On a second level, the tracking of this certain material resource, through thematic analysis, revealed three phases in the process of the resource’s integration in the community’s shared repertoire. These three phases, namely the emersion phase, the exploration phase, and the immersion phase, are further qualitatively analyzed in a search of the characteristics and particularities of each phase in terms of the negotiation of meaning with respect to the practice of the community. Aspects that seem to frame the transition among the various phases of this process and implications for the re-sourcing process of the DSTR practice are also considered in our research.
Τhe originality and novelty of this study stem from the following: First, the use of the idea of links among the elements of the practice as both a theoretical and a methodological tool. Particularly, it provided a concept to connect theoretically resources with the actual teaching by acknowledging the underlying context and also a methodological concept to study the development of the teaching. Second, the use of the community’s practice framework in the re-sourcing of STSI tools. This framework helped to get insight on both global and local aspects that are related to the use of STSI tools and it let socio-cultural aspects to be acknowledged and studied.
Further, it highlighted the important role of STSI tools not only as a tool for the learning of statistics but also as a tool for the designing of the teaching of statistics. And last, it brought to light in the role of human resources not only in the STSI re-sourcing process but in the DSTR teaching generally.
Main subject category:
Science
Keywords:
professional development, mathematics teachers, teaching statistics, resources, CoP
Number of references:
135
