Online professional development for teaching algebra: Towards the design of an asynchronous, adaptive self-learning module

Marita Friesen (1) , Felix Kapp (2) , Bärbel Barzel (3) , Anika Dreher (4) , Lars Holzäpfel (4) , Macarena Larrain (4) , Lukas Weith (4) , Tobias Domokos (4) , Antonia Hiemenz (1)

1 University of Education Heidelberg
2 Leibniz Institute for Science and Mathematics Education
3 Universität Duisburg-Essen = University of Duisburg-Essen [Essen]
4 University of Education Freiburg

As a way to offer more flexible and easier to access in-service support, the number of online teacher professional development programmes (oTPD) has rapidly grown over the past decade. The COVID19 pandemic, however, has added a new level of urgency to the participation in oTPD so that research has largely not been able to keep pace with the design and delivery of such programmes. There is, consequently, a lack of empirical evidence regarding optimal characteristics for the effective support of teachers’ professional online learning, and also a need for more research on how professional growth can be assessed in this context. We aim to address this research gap in the context of the German professional development project MaCo (Catching up in mathematics after COVID-19). In this paper, we describe the design elements of an asynchronous self-learning module for teaching algebra including the development of a vignette-based test for assessing related learning outcomes.

Keywords: Online professional development; algebra; video; cartoon; vignettes

Domains: Mathematics [math]; Education

Marita Friesen, Felix Kapp, Bärbel Barzel, Anika Dreher, Lars Holzäpfel, et al.. Online professional development for teaching algebra: Towards the design of an asynchronous, adaptive self-learning module. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04421614⟩