Harnessing Asynchronous Digital Simulations of Problem-based Lessons to Support Mathematics Teachers’ Professional Development: A Design-based Approach

Resumo

Abstract The complexity of mathematics teaching is especially evident in lessons where teachers build on students’ genuine ideas, such as problem-based lessons. To enhance teachers’ capacity for rich discussions in problem-based instruction, we have developed a unique approximation of practice: digital asynchronous simulations where teachers make subject-specific decisions for a virtual teacher avatar. The simulations are based on materials and principles from a practice-based professional development (PD) program, implemented with small groups of teachers. The self-paced simulation model offers flexibility and scalability, allowing more teachers to participate on their own schedules, but it lacks key affordances of collaborative PD. To examine how to leverage the affordances of collaborative, practice-based PD, this paper uses a design-based research approach to explicate the mechanisms in which digital simulations can support mathematics teachers’ learning about problem-based lessons. We focus on two cycles of design, implementation, analysis, and revisions of the simulation model, drawing on data from focus groups with mathematics teacher educators, prospective teachers’ performance, and teachers’ reflective assignments. The analysis illustrates how two design principles – Authenticity to the teacher’s work , and Nuanced feedback – were transformed to better reflect aspects of practice-based teacher learning. We argue that self-paced, asynchronous simulations with indirect feedback can effectively emulate aspects of collaborative, practice-based PD in supporting teachers’ growth. The paper also contributes to the literature on mathematics teachers’ noticing and decision-making, examining how the two interact in simulated environments. We suggest implications for designing practice-based asynchronous digital simulations, drawing on emerging technologies.

Dados da obra

Tipo

Artigo

Periódico

International Journal of Science and Mathematics Education, v. 23, n. 6, p. 1883-1916

Editora

Springer Nature

Ano

2024 (2024-10-29)

Idioma

en

Palavras-chave

mathematics teacher professional development; practice-based professional development; teacher noticing; teacher decision-making; indirect feedback; collaborative professional development; mathematics teacher educators; pre-service teachers

Temas

Formação de Professores de Matemática

DOI

10.1007/s10763-024-10514-x

ISSN

1571-0068, 1573-1774

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026