Post-funding implementation - Attending to teachers' readiness
Résumé
Our goal is this article is to contemplate what might happen with mathematics education innovations at a post-implementation stage, when funding for professional accreditation of the participating teachers terminates. To this end, we attended to our experience with running a voluntary mathematics club for teachers that features mathematical problem solving, and analysed one of the meetings of the club in some detail. We found that of four processes under the umbrella of implementation as defined by Koichu et al. (2021), traces of three processes-constructing agency, changing communication, adapting the innovation-can be identified in the club discussions. Furthermore, we provide evidence in support of a hypothesis that these processes can be related to the development of the teachers' readiness to implement the innovation. We conclude by a call to further explore anchoring and sustainability of R&D projects having limited funding periods.
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