Collaborative Interactions in Asynchronous Mathematics Teacher Professional Development: Findings and Implications

Author:
Jill Neumayer DePiper WestEd

Search for other papers by Jill Neumayer DePiper in
Current site
Google Scholar
PubMed
Close
,
Brent Jackson WestEd

Search for other papers by Brent Jackson in
Current site
Google Scholar
PubMed
Close
,
Nanette Seago WestEd

Search for other papers by Nanette Seago in
Current site
Google Scholar
PubMed
Close
, and
Angela Knotts WestEd

Search for other papers by Angela Knotts in
Current site
Google Scholar
PubMed
Close

Meaningful collaborative interactions in asynchronous online mathematics teacher professional development (PD) may provide teachers with valuable opportunities to learn. We studied collaborative interactions in online teacher PD activities that involved embedded videos, prompts, discussions, and multiple online tools. Analysis of teacher responses highlighted different levels of collaborative interactions across activities and the importance of providing teachers with learning opportunities that prompt them to take into account others’ perspectives in an online environment. We share implications for research on and design of mathematics teacher PD and activities related to these interactions.

Footnotes

The Video in the Middle project is supported by the National Science Foundation (NSF) under Grant No. DRL 1720507. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the views of NSF.

Contributor Notes

Jill Neumayer DePiper, WestEd, San Francisco, CA, 94017; jdepiper@wested.org

Brent Jackson, WestEd, San Francisco, CA, 94017; bjackso@wested.org

Nanette Seago, WestEd, San Francisco, CA, 94017; nseago@wested.org

Angela Knotts, WestEd, San Francisco, CA, 94017; aknotts@wested.org

  • Collapse
  • Expand
Journal for Research in Mathematics Education
  • An, Y. (2018). The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development, 66(6), 15051527. https://doi.org/10.1007/s11423-018-9620-z

    • Search Google Scholar
    • Export Citation
  • Banna, J., Lin, M.-F. G., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning & Teaching, 11(2), 249261.

    • Search Google Scholar
    • Export Citation
  • Charteris, J., Berman, J., & Page, A. (2021). Virtual team professional learning and development for practitioners in education. Professional Development in Education, 47(4), 638650. https://doi.org/10.1080/19415257.2021.1879215

    • Search Google Scholar
    • Export Citation
  • Chen, J., Wang, M., Kirschner, P. A., & Tsai, C.-C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. Review of Educational Research, 88(6), 799843. https://doi.org/10.3102/0034654318791584

    • Search Google Scholar
    • Export Citation
  • Chieu, V. M., Kosko, K. W., & Herbst, P. G. (2015). An analysis of evaluative comments in teachers’ online discussions of representations of practice. Journal of Teacher Education, 66(1), 3550. https://doi.org/10.1177/0022487114550203

    • Search Google Scholar
    • Export Citation
  • Community for Advancing Discovery Research in Education. (2017). Emerging design principles for online and blended teacher professional development in K–12 STEM education. Education Development Center. https://cadrek12.org/resources/emerging-design-principles-online-and-blended-teacher-professional-development-k-12-stem

    • Search Google Scholar
    • Export Citation
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311

    • Search Google Scholar
    • Export Citation
  • Gaumer Erickson, A. S., Noonan, P. M., & Mccall, Z. (2012). Effectiveness of online professional development for rural special educators. Rural Special Education Quarterly, 31(1), 2232. https://doi.org/10.1177/875687051203100104

    • Search Google Scholar
    • Export Citation
  • Hollebrands, K. F., & Lee, H. S. (2020). Effective design of massive open online courses for mathematics teachers to support their professional learning. ZDM, 52(5), 859875. https://doi.org/10.1007/s11858-020-01142-0

    • Search Google Scholar
    • Export Citation
  • Horn, I. S., & Kane, B. D. (2015). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373418. https://doi.org/10.1080/10508406.2015.1034865

    • Search Google Scholar
    • Export Citation
  • Jilk, L. M. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188199. https://doi.org/10.5951/mathteaceduc.4.2.0188

    • Search Google Scholar
    • Export Citation
  • Koellner, K., Jacobs, J., & Borko, H. (2011). Mathematics professional development: Critical features for developing leadership skills and building teachers’ capacity. Mathematics Teacher Education and Development, 13(1), 115136. https://eric.ed.gov/?id=EJ960952

    • Search Google Scholar
    • Export Citation
  • Larison, S., Richards, J., & Sherin, M. G. (2024). Tools for supporting teacher noticing about classroom video in online professional development. Journal of Mathematics Teacher Education, 27, 139161. https://doi.org/10.1007/s10857-022-09554-3

    • Search Google Scholar
    • Export Citation
  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

  • Perry, M., Bates, M. S., Cimpian, J. R., Beilstein, S. O., & Moran, C. (2022). Impacting teachers’ reflection on elementary mathematics classroom videos in online asynchronous professional learning contexts. Teaching and Teacher Education: Leadership and Professional Development, 1, Article 100003. https://doi.org/10.1016/j.tatelp.2022.100003

    • Search Google Scholar
    • Export Citation
  • Russell, M., Carey, R., Kleiman, G., & Venable, J. D. (2009). Face-to-face and online professional development for mathematics teachers: A comparative study. Journal of Asynchronous Learning Networks, 13(2), 7187. https://doi.org/10.24059/olj.v13i2.1669

    • Search Google Scholar
    • Export Citation
  • Seago, N., Knotts, A., & DePiper, J. N. (2022). Asynchronous mathematics PD: Design and facilitation format effects on teacher learning. In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 411418). PME.

    • Search Google Scholar
    • Export Citation
  • Seago, N., Koellner, K., & Jacobs, J. (2018). Video in the middle: Purposeful design of video-based mathematics professional development. Contemporary Issues in Technology and Teacher Education, 18(1), 2949. https://citejournal.org/volume-18/issue-1-18/mathematics/video-in-the-middle-purposeful-design-of-video-based-mathematics-professional-development/

    • Search Google Scholar
    • Export Citation
  • Star, J. R., Foegen, A., Larson, M. R., McCallum, W. G., Porath, J., & Zbiek, R. M. (2019). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2015-4010). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/PracticeGuide/20

    • Search Google Scholar
    • Export Citation
  • Teasley, S. D. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. B. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools, and reasoning: Essays on situated cognition (pp. 361384). Springer. https://doi.org/10.1007/978-3-662-03362-3_16

    • Search Google Scholar
    • Export Citation
  • van Es, E. A., Tekkumru-Kisa, M., & Seago, N. (2020). Leveraging the power of video for teacher learning: A design framework for mathematics teacher educators. In S. Llinares & O. Chapman (Eds.), International handbook of mathematics teacher education: Vol. 2. Tools and processes in mathematics teacher education (pp. 2354). Brill. https://doi.org/10.1163/9789004418967_002

    • Search Google Scholar
    • Export Citation
  • van Es, E. A., Tunney, J., Goldsmith, L T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340356. https://doi.org/10.1177/0022487114534266

    • Search Google Scholar
    • Export Citation
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 130. https://doi.org/10.1007/s11251-004-2322-4

    • Search Google Scholar
    • Export Citation
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932

    • Search Google Scholar
    • Export Citation
  • Yoon, S. A., Miller, K., Richman, T., Wendel, D., Schoenfeld, I., Anderson, E., & Shim, J. (2020). Encouraging collaboration and building community in online asynchronous professional development: Designing for social capital. International Journal of Computer-Supported Collaborative Learning, 15(3), 351371. https://doi.org/10.1007/s11412-020-09326-2

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 5013 5013 4797
Full Text Views 100 100 69
PDF Downloads 150 150 99
EPUB Downloads 0 0 0