Professional development through a web-based portal: The progress of mathematics teachers teaching algebra based on hypothetical learning trajectories

Dilek Tanişli (1) , Nilufer Y. Kose (1) , Melih Turgut (2)

1 Anadolu University
2 Eskisehir Osmangazi University

The aim of this paper is to present preliminary findings of a large-scale project for designing a web-based portal to contribute to the professional development of mathematics teachers for teaching algebra in lower secondary education. Eleven teachers volunteered to participate in this research that aimed to design hypothetical learning trajectories (HLTs) for sixth-grade algebra context over a three-week period. The teachers designed their own HLTs through a web portal by receiving feedback from mathematics teacher educators online. Their processes of designing and applying lesson plans during the first and third week were analysed according to the components of HLT and the theoretical perspective of the quartet of subject matter knowledge. Data analysis revealed that the teachers managed to define more coherent learning goals and hypothesis for their students’ learning as well as making connections between the concepts.

Mots clés: Mathematics teacher; Professional development; Hypothetical learning trajectories

Domaines: Mathématiques [math]; Education

Dilek Tanişli, Nilufer Y. Kose, Melih Turgut. Professional development through a web-based portal: The progress of mathematics teachers teaching algebra based on hypothetical learning trajectories. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02417080⟩