Didactic metadata informing teachers' selection of learning resources: boundary crossing in professional development.
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| Title: | Didactic metadata informing teachers' selection of learning resources: boundary crossing in professional development. |
|---|---|
| Authors: | Cooper, Jason1 (AUTHOR) jasonc2107@gmail.com, Olsher, Shai1 (AUTHOR), Yerushalmy, Michal1 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Aug2020, Vol. 23 Issue 4, p363-384. 22p. |
| Subject Terms: | *Career development, *Teacher selection, *Metadata, *Tacit knowledge, *Teacher development, *Mathematics teachers, Search engines |
| Abstract: | With the emergence of e-textbooks, along with expectations to integrate technology in instruction, teachers are becoming significant co-designers of the curriculum. Informed selection and sequencing of learning resources requires sensitivity to didactic nuance, and tools to support development and application of such sensitivity. Teachers' practices are constrained by the aspects of resources that are "searchable," which are limited using standard search engines, and the selection of tasks is influenced by the engines' ranking of search results, reflecting their popularity. We are developing and researching a coupled pair of tools to support mathematics teachers in making informed curricular decisions—a tool for tagging learning resources with prescribed categories of didactic metadata and a dashboard for browsing collections of resources according to this tagged metadata. In this article, we investigate affordances of these tools for the professional development of mathematics teachers—both practicing and pre-service teacher candidates. Viewing the dashboard, along with the metadata that it encodes, as a boundary object between the teachers' and the researchers' perspectives on curricular design, we show how teachers learned through acts of boundary crossing, conceived as transitions and interactions between the two communities' curricular discourses. We show how using the dashboard in a task-selection assignment encouraged teachers to reflect on their practice—making explicit the tacit considerations that they apply to curricular decisions and articulating them from the researchers' perspective. We also describe the emergence of "hybrid" search strategies, integrating multiple perspectives to create practices that are both didactically informed and practically relevant for instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 144581172 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Didactic metadata informing teachers' selection of learning resources: boundary crossing in professional development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cooper%2C+Jason%22">Cooper, Jason</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jasonc2107@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Olsher%2C+Shai%22">Olsher, Shai</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yerushalmy%2C+Michal%22">Yerushalmy, Michal</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Aug2020, Vol. 23 Issue 4, p363-384. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+selection%22">Teacher selection</searchLink><br />*<searchLink fieldCode="DE" term="%22Metadata%22">Metadata</searchLink><br />*<searchLink fieldCode="DE" term="%22Tacit+knowledge%22">Tacit knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Search+engines%22">Search engines</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: With the emergence of e-textbooks, along with expectations to integrate technology in instruction, teachers are becoming significant co-designers of the curriculum. Informed selection and sequencing of learning resources requires sensitivity to didactic nuance, and tools to support development and application of such sensitivity. Teachers' practices are constrained by the aspects of resources that are "searchable," which are limited using standard search engines, and the selection of tasks is influenced by the engines' ranking of search results, reflecting their popularity. We are developing and researching a coupled pair of tools to support mathematics teachers in making informed curricular decisions—a tool for tagging learning resources with prescribed categories of didactic metadata and a dashboard for browsing collections of resources according to this tagged metadata. In this article, we investigate affordances of these tools for the professional development of mathematics teachers—both practicing and pre-service teacher candidates. Viewing the dashboard, along with the metadata that it encodes, as a boundary object between the teachers' and the researchers' perspectives on curricular design, we show how teachers learned through acts of boundary crossing, conceived as transitions and interactions between the two communities' curricular discourses. We show how using the dashboard in a task-selection assignment encouraged teachers to reflect on their practice—making explicit the tacit considerations that they apply to curricular decisions and articulating them from the researchers' perspective. We also describe the emergence of "hybrid" search strategies, integrating multiple perspectives to create practices that are both didactically informed and practically relevant for instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=144581172 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-019-09428-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 363 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Teacher selection Type: general – SubjectFull: Metadata Type: general – SubjectFull: Tacit knowledge Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Search engines Type: general Titles: – TitleFull: Didactic metadata informing teachers' selection of learning resources: boundary crossing in professional development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cooper, Jason – PersonEntity: Name: NameFull: Olsher, Shai – PersonEntity: Name: NameFull: Yerushalmy, Michal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 23 – Type: issue Value: 4 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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