Original Research
Re‐sourcing mathematics teaching through professional development
Pythagoras | Issue 72 | a17 |
DOI: https://doi.org/10.4102/pythagoras.v0i72.17
| © 2010 Helena Miranda, Jill Adler
| This work is licensed under CC Attribution 4.0
Submitted: 08 July 2010 | Published: 28 September 2010
Submitted: 08 July 2010 | Published: 28 September 2010
About the author(s)
Helena Miranda, Marang Centre for Mathematics and Science Education, School of Education, University of Witwatersrand, South AfricaJill Adler, Marang Centre for Mathematics and Science Education, School of Education, University of the Witwatersrand, South Africa
Full Text:
PDF (161KB)Abstract
In any education system, curriculum alone cannot fulfill reform demands imposed onto teachers to help learners make meaning of subject contents they learn. This paper revisits the notion of resources as explored in a mathematics teacher professional development project that focused on algebra learning. As a way to promote the use of manipulatives in teaching and learning algebra, the project introduced algebra tiles to participating teachers and investigated how the tiles facilitated the enaction of algebraic meanings. The participating teachers learned different ways of helping learners interpret and solve algebraic problems, with the use of algebraic tiles.
Keywords
professional development; manipulatives
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