How and why facilitators adapt the core ideas of professional development activities on dividing natural numbers
Résumé
Research has highlighted the importance of facilitator expertise for ensuring the quality of professional development (PD) programs. The manner in which facilitators plan and adapt PD, however, can impact the content of PD. We present the adaptations to a PD on dividing natural numbers by a tandem of facilitators and the resulting consequences to the PD. By omitting certain PD activities and creating new PD activities, the tandem changed the mathematical core of the PD by shifting the focus away from connecting the unitizing language of division to the partitive and quotative division interpretations and different means of representing division. Data from an interview with the facilitators highlight the tandem’s awareness of both students’ and teachers’ difficulties with understanding the interpretations of division and thus provides insights into the tandem’s justifications for the adaptations.
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