Menu
Menu

Menu do Portal GEPEMA

Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings

Artigo2024

Benzi Slakmon ORCID; Rotem Abdu ORCID

Acesso aberto Acessar texto completo: Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Abstract Acknowledging the pivotal role of noticing in teachers’ professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers’ noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers’ noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers’ noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Computer-Supported Collaborative Learning, v. 19, n. 2, p. 137-155
Editora
Springer Science+Business Media
Ano
2024 (2024-05-19)
Idioma
en
Palavras-chave
noticing; mathematics teachers; teacher professional development; peer collaboration; collaborative problem solving; computer-supported collaborative learning; Bakhtinian dialogism
Temas
Formação de Professores de Matemática, Resolução de Problemas
DOI
10.1007/s11412-024-09423-6
ISSN
1556-1607, 1556-1615
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SLAKMON, Benzi; ABDU, Rotem. Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings. International Journal of Computer-Supported Collaborative Learning, v. 19, n. 2, p. 137-155, 2024. DOI: https://doi.org/10.1007/s11412-024-09423-6.

APA

Slakmon, B., & Abdu, R. (2024). Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings. International Journal of Computer-Supported Collaborative Learning, 19(2), 137-155. https://doi.org/10.1007/s11412-024-09423-6

BibTeX
@article{slakmon2024,
  author = {Slakmon, Benzi and Abdu, Rotem},
  title = {Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings},
  year = {2024},
  journal = {International Journal of Computer-Supported Collaborative Learning},
  volume = {19},
  number = {2},
  pages = {137-155},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11412-024-09423-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Slakmon, Benzi
AU  - Abdu, Rotem
TI  - Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings
PY  - 2024
JO  - International Journal of Computer-Supported Collaborative Learning
VL  - 19
IS  - 2
SP  - 137
EP  - 155
DO  - 10.1007/s11412-024-09423-6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal