Browse > Article

http://dx.doi.org/10.7468/mathedu.2019.58.4.545
###

Professional development of an experienced teacher through research community activities: focusing on task modification and implementation to facilitate mathematical creativity |

Moon, SungJae
(Graduate school of Department of Mathematics Education, Seoul National University)
Noh, JeongWon (Graduate school of Department of Mathematics Education, Seoul National University) Ro, YeSol (Graduate school of Department of Mathematics Education, Seoul National University) Lee, KyeongHwa (Department of Mathematics Education, Seoul National University) |

Publication Information

Abstract

The purpose of this study is to show that research community activities can contribute to the professional development in respect of average concepts and mathematical creativity. In the community, activities were undertaken to transform the existing task into the task that contributes to the manifestation of creativity. In this process, researchers tried to connect the theory with the practice of the class, and the teacher acted as an active learner. The findings show that the teacher who had difficulty in teaching average could overcome difficulties, and also derived the way of task modification and strategies necessary for teaching average. The modified task induced improvements in students' achievement levels, which led to change in teachers' perspective on the relationship between mathematical creativity and learning. Research community activities have been shown to have contributed to improvements with regard to both teaching the average and promoting mathematical creativity.

Keywords

task modification; professional development; average; mathematical creativity; research community;

Citations & Related Records

- Reference

1 | Bakker, A., & Gravemeijer, K. P. E. (2006). An historical phenomenology of mean and median. Educational Studies in Mathematics, 62, 149-168. DOI |

2 | Beghetto, R. A. (2007). Does creativity have a place in classroom discussions? Teachers' response preferences. Thinking Skills and Creativity, 2(1), 1-9. DOI |

3 | Bolden, D. S., Harries, A. V., & Newton, D. P. (2010). Pre-service primary teachers' conceptions of creativity in mathematics. Educational Studies in Mathematics, 73(2), 143-157. DOI |

4 | Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. DOI |

5 | Cropley, A. J. (1992). More ways than one: Fostering creativity. New Jersey: Ablex. |

6 | Cropley, A. J. (2006). In praise of convergent thinking. Creativity Research Journal, 18(3), 391-404. DOI |

7 | Cropley, A. J. (2011). Definitions of creativity. In Runco, M. A., Pritzker, S. R. (Eds.), Encyclopedia of creativity (pp. 511-524). San Diego, CA: Academic Press. |

8 | DuFour, R. (2004). Schools as Learning Communities. Educational Leadership, 61(8), 6-11. |

9 | Ernest, P. (1994). Constructivism: Which form provides the most adequate theory of mathematics teaching?. Journal of Mathematics, 15(3), 327-342. |

10 | Foster, C. (2015). The Convergent-Divergent model: an opportunity for teacher-learner development through principled task design. Educational Designer, 2(8), 1-25. |

11 | Gal, I. (2002). Adults' statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70, 1-51. DOI |

12 | Gu, W. H., Park, Y. H., Na G. S., Hwang, Y. J., & Ha, J. M. (2010). A Study on Developing Professional Development Systems for the Reinforcement of Teacher's Self-Directed Teaching Capability. Journal of Research in Curriculum & Instruction. 14(3), 579-599. DOI |

13 | Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12. DOI |

14 | Gwan O. N., Park J. S., Park J. H., & Jo H. M. (2014). Designing and implementing professional development program of multi-tired teacher community. The Mathematical Education, 53(2), 201-21. DOI |

15 | Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48(3), 191-201. DOI |

16 | Huang, R. & Bao, J. (2006). Towards a model for teacher professional development in China: Introducing Keli. Journal of Mathematics Teacher Education, 9, 279-298. DOI |

17 | Jones, K., & Pepin, B.(2016). Research on mathematics teachers as partners in task design. Journal of Mathematics Teacher Education, 19(2-3), 105-121. DOI |

18 | Kang, H. Y., Tak, B. J., & Ko, E. S. (2016). A Study on Possibility of Research Community for Mathematics Classroom of Expert-Inservice Teacher-Preservice Teacher. School Mathematics, 18(4), 857-880. |

19 | Kwon, O. H., Park, J. S., & Park, J. S. (2006). Cultivating divergent thinking in mathematics through an open-ended approach. Asia-Pacific Education Review, 7(1), 51-61. DOI |

20 | Lee. K. H. (2015). Mathematical creativity, Seoul: Kyungmoon Sa. |

21 | Lee, K. (2017). Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers' exploration. ZDM-The International Journal on Mathematics Education, 49(7), 995-1008. DOI |

22 | Lee, Y. H., & Lee, E. H. (2011). A summary-concept based analysis on the representative values and the measures of spread with the 9th grade Korean mathematics textbook. The Mathematical Education, 50(4), 489-505. DOI |

23 | Leikin, R. (2009). Multiple proof tasks: Teacher practice and teacher education. In Proceedings of ICMI Study-19: Proofs and proving. |

24 | Leikin, R. & Pitta-Pantazi, D. (2013). Creativity and mathematics education: The state of the art. ZDM-The International Journal on Mathematics Education, 45(4), 309-324. DOI |

25 | Leikin, R., Subotnik, R., Pitta-Pantazi, D., Singer, F.M., & Pelczer, I. (2013). Teachers' views on creativity in mathematics education: an international survey. ZDM-The International Journal on Mathematics Education, 45(2), 309-324. DOI |

26 | Levenson, E. (2013). Tasks that may occasion mathematical creativity: Teachers' Choices. Journal of Mathematics Teacher Education, 16(4), 269-291. DOI |

27 | Levenson, E. (2015). Exploring Ava's developing sense for tasks that may occasion mathematical creativity. Journal of Mathematics Teacher Education, 18(1), 1-25. DOI |

28 | Lin, F-L., Yang, K-L., Hsu, H-Y., & Chen, J-C. (2018). Mathematics teacher educator-researchers' perspectives on the use of theory in facilitating teacher growth. Educational Studies in Mathematics, 98(2), 197-214. DOI |

29 | Mokros, J., & Russell, S. J. (1995). Children's concepts of average and representativeness. Journal for Research in Mathematics Education, 26, 20-39. DOI |

30 | Na G. S. (2010). Reporting the activities of learning community on elemenatary mathemaitcs lesson. Journal of Educational Research in Mathematics, 20(3), 373-395. |

31 | Park, S., Lee, S. Y., Oliver, J. S., & Cramond, B. (2006). Changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Journal of Science Teacher Education, 17(1), 37-64. DOI |

32 | Park, Y. H. (2001). A Study on the Meaning of Average Values and Its Teaching in Statistics Area. School Mathematics, 3(2), 281-294. |

33 | Pepin, B. (2015). Enhancing mathematics/STEM education: a 'resourceful' approach. Inaugural lecture, 27 November 2015, Technische Universiteit Eindhoven. |

34 | Potari, D., Sakonidis, C., Chatzigoula, A., & Manaridis, A. (2010). Teachers' and researchers' collaboration in analyzing mathematics teaching: A context for professional reflection and development. Journal of Mathematics Teacher Education, 13, 473-485. DOI |

35 | Shaughnessy, J. M. (2007). Research on statistics learning and reasoning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 957-1010). Information Age Pub Inc. |

36 | Sheffield, L. J. (2009). Developing mathematical creativity: Questions may be the answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 87-100). Rotterdam: Sense Publishers. |

37 | Silver, E. A., & Herbst, P. G. (2007). Theory in mathematics education scholarship. In F. Lester (Ed.), Handbook of research on mathematics teaching and learning (pp. 39-67). Reston: The National Council of Teachers of Mathematics. |

38 | Sriraman, B. (2005). Are giftedness and creativity synonyms in mathematics?. The Journal of Secondary Gifted Education, 27(1), 20-36. DOI |

39 | Sriraman, B. (2009). The characteristics of mathematical creativity. ZDM-The International Journal on Mathematics Education, 41, 13-27. DOI |

40 | Von Glasersfeld, E. (1984). A radical constructivist view of basic mathematical concepts. In P. Ernest (Ed.), Constructing mathematical knowledge: epistemology and mathematical education (pp. 5-8). London: Falmer. |

41 | Watson, J. M. (2006). Statistical literacy at school: growth and goals. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers. |

42 | Watson, J. M., & Moritz, J. B. (2000a). The longitudinal development of understanding of average. Mathematical Thinking and Learning, 2, 11-50. DOI |

43 | Watson, J. M. & Moritz, J. B. (2000b). The development of concepts of average. Focus on Learning Problems in Mathematics, 21, 15-39. |

44 | Woo, J. H., Jung, Y. O., Park, K. M., Lee, K. H., Kim, N. H., Na, G. S. & Yim, J. H. (2006). The research methodology of mathematics education, Seoul: Kyungmoon Sa. |

45 | Wood, T., Cobb, P., & Yackel, E. (1991). Change in teaching mathematics: A case study. American Educational Research Journal, 28(3), 587-616. DOI |

46 | Yang, K.-L., Hsu, H.-Y., Lin, F.-L., Chen, J.-C., & Cheng, Y.-H. (2015). Exploring the educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 89(1), 1-21. DOI |

47 | Zaslavsky, O.(1995). Open-ended tasks as a trigger for mathematics teachers' professional development. For the Learning of Mathematics, 15(3), 15-20. |