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Examining Secondary Mathematics Teachers' Opportunities to Develop Mathematically in Professional Learning Communities

机译：审查中学数学教师在专业学习社区中发展数学的机会

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摘要

To make progress toward ambitious and equitable goals for students' mathematical development, teachers need opportunities to develop specialized ways of knowing mathematics such as mathematical knowledge for teaching (MKT) for their work with students in the classroom. Professional learning communities (PLCs) are a common model used to support focused teacher collaboration and, in turn, foster teacher development, instructional improvement, and student outcomes. However, there is a lack of specificity in what is known about teachers' work in PLCs and what teachers can gain from those experiences, despite broad claims of their benefit. We discuss an investigation of the work of secondary mathematics teachers in PLCs at two high schools to describe and explicate possible opportunities for teachers to develop the mathematical knowledge needed for the work of teaching and the ways in which these opportunities may be pursued or hindered. The findings show that, without pointed focus on mathematical content, opportunities to develop MKT can be rare, even among mathematics teachers. Two detailed images of teacher discussion are shared to highlight these claims. This article contributes to the ongoing discussion about the affordances and limitations of PLCs for mathematics teachers, considerations for their use, and how they can be supported.
机译：为了在实现学生数学发展的雄心勃勃和公平目标方面取得进展，教师需要有机会开发专门的数学知识方法，例如在课堂上与学生一起工作时的数学教学知识（MKT）。专业学习社区（PLC）是用于支持重点教师协作并进而促进教师发展，教学改进和学生成果的通用模型。但是，尽管人们普遍认为PLC的教师工作是有益的，但对PLC工作的了解以及教师可以从这些经验中学到的知识却缺乏具体性。我们讨论了对两所中学PLC中的中学数学教师的工作进行的调查，以描述和说明教师发展教学工作所需的数学知识的可能机会，以及这些机会的追求或阻碍方式。研究结果表明，如果没有针对数学内容的重点关注，即使在数学教师中，发展MKT的机会也很少。分享了教师讨论的两个详细图像以突出这些主张。本文有助于持续讨论数学老师对PLC的承受能力和局限性，使用注意事项以及如何支持它们。

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