PRODUCTIVE DISRUPTION IN A AN ONLINE PROFESSIONAL DEVELOPMENT ENVIRONMENT.

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Bibliographic Details
Title:	PRODUCTIVE DISRUPTION IN A AN ONLINE PROFESSIONAL DEVELOPMENT ENVIRONMENT.
Authors:	Klein, Valerie¹ vek25@drexel.edu, Shumar, Wesley¹ shumarw@drexel.edu, Brandt, Carol² carol.brandt@temple.edu, Silverman, Jason¹ js657@drexel.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p712-716. 5p.
Subject Terms:	Mathematics teachers, Mathematics students, Mathematics education, Professional education, *Problem solving
Abstract:	The EnCoMPASS project (Emerging Communities for Mathematical Practices and Assessment) at Drexel University has produced a web-based software tool for the assessment of student work. This paper discusses research on the impact of this tool on teachers’ attitudes toward engaging with students in the software environment. The tool supports teachers adopting a more dialogic perspective towards learning and teaching through cycles of problem solving, discussion and mathematical development. It is suggested that the tool aids teachers’ transition toward this more interactive approach to teaching mathematics while also acknowledging and addressing concerns about the time it takes to engage in more detailed dialogue and thinking about mathematics with their students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The EnCoMPASS project (Emerging Communities for Mathematical Practices and Assessment) at Drexel University has produced a web-based software tool for the assessment of student work. This paper discusses research on the impact of this tool on teachers’ attitudes toward engaging with students in the software environment. The tool supports teachers adopting a more dialogic perspective towards learning and teaching through cycles of problem solving, discussion and mathematical development. It is suggested that the tool aids teachers’ transition toward this more interactive approach to teaching mathematics while also acknowledging and addressing concerns about the time it takes to engage in more detailed dialogue and thinking about mathematics with their students. [ABSTRACT FROM AUTHOR]