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Developing Teachers’ Mathematical Knowledge for Teaching through Online Collaboration
Abstract
In this chapter, we discuss our perspective on mathematical knowledge for teaching and present an emerging instructional model for supporting the development of that knowledge through an instructor facilitated online environment. We focus on the ways in which online collaboration can support teachers as they wrestle with, and ultimately make sense of, the mathematical structures that underlie a variety of the school mathematics curriculum. Three cases are provided to highlight the potential that online collaboration hold for supporting teachers’ as they collaborate about specific mathematical ideas and reflect on those collaborations. We believe that these cases can also serve as a starting point for further conversations about supporting online mathematical collaboration and online mathematics teacher development.
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