From "anyway using many representations" to targeted practices: A teacher's professional learning in an asynchronous online PD
Résumé
Asynchronous online teacher professional development (PD) courses have a long tradition. However, only a few studies have investigated the content-related learning pathways that such courses can initiate. We present a case from the larger PD design research project Mastering Math that follows one teacher's professional learning pathway initiated within one module. The content of the PD module connects representations to deepen students' understanding of subtraction; with the case study, we can show that professional learning of representations is also possible based on focused asynchronous PD activities.
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