Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach.
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| Title: | Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach. |
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| Authors: | Crisan, Cosette1 (AUTHOR) c.crisan@ucl.ac.uk, Geraniou, Eirini1 (AUTHOR) e.geraniou@ucl.ac.uk |
| Source: | Educational Technology Research & Development. Dec2025, Vol. 73 Issue 6, p3745-3761. 17p. |
| Subject Terms: | *Mathematics education, *Online education, *Critical thinking, *Professional education, *Contextual learning, *Master teachers, Mentoring, Empirical research |
| Abstract: | This paper describes the design principles and impact of an online asynchronous short course "Key Ideas in Mentoring Mathematics Teachers", contributing to the professional development (PD) of prospective and practicing school-based mentors of mathematics teachers. The course was designed to empower mentors with knowledge about research informed practice and instil in them a welcoming stance towards mathematics education research. An Architecture of Online Engagement and a Vignette Activity Sequence approaches were employed in the design of the course, as means of supporting the participants to critically reflect on their teaching practices through engagement with topic-specific mathematics education research and on the implications for their mentoring practices. With a focus on the Vignette Activity Sequence (VAS) in particular, we discuss the potential impact and value of this approach to designing an online asynchronous professional development course in general, but also in the context of mentors of mathematics teachers. This paper's contribution lies in the discussion of design principles of a PD course that successfully engage mentors with mathematics education research literature, while allowing them to reflect on their own practices and experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development 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: 190277591 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Crisan%2C+Cosette%22">Crisan, Cosette</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> c.crisan@ucl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Geraniou%2C+Eirini%22">Geraniou, Eirini</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> e.geraniou@ucl.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Dec2025, Vol. 73 Issue 6, p3745-3761. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper describes the design principles and impact of an online asynchronous short course "Key Ideas in Mentoring Mathematics Teachers", contributing to the professional development (PD) of prospective and practicing school-based mentors of mathematics teachers. The course was designed to empower mentors with knowledge about research informed practice and instil in them a welcoming stance towards mathematics education research. An Architecture of Online Engagement and a Vignette Activity Sequence approaches were employed in the design of the course, as means of supporting the participants to critically reflect on their teaching practices through engagement with topic-specific mathematics education research and on the implications for their mentoring practices. With a focus on the Vignette Activity Sequence (VAS) in particular, we discuss the potential impact and value of this approach to designing an online asynchronous professional development course in general, but also in the context of mentors of mathematics teachers. This paper's contribution lies in the discussion of design principles of a PD course that successfully engage mentors with mathematics education research literature, while allowing them to reflect on their own practices and experiences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development 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=190277591 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10538-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 3745 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Online education Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Professional education Type: general – SubjectFull: Contextual learning Type: general – SubjectFull: Master teachers Type: general – SubjectFull: Mentoring Type: general – SubjectFull: Empirical research Type: general Titles: – TitleFull: Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Crisan, Cosette – PersonEntity: Name: NameFull: Geraniou, Eirini IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 6 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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