Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/25328 |
Resumo: | A Portuguese national long-term professional development programme for support mathematics teachers in curriculum change took place from 2006 to 2012. More than 1000 schools and 12500 mathematics teachers were involved. The results reveal that the multipliers are directly affected by many interrelated factors from different contexts (Krainer, 2015): the support given by the scientific commission and their pears are fostering factors; the educational policy (different curriculum in schools and decreasing work conditions provided) and the curriculum school’s culture are hindering factors. This suggests that the effectiveness of multipliers’ work is nor top down, nor bottom up defined — instead, it results of all the contexts in multiple ways. The perceived changes affecting the cascade functioning along the six years, suggest that cascades that develop in a long time period need to acknowledge its dynamic nature. |
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Scaling up professional development in mathematics curriculum reform: Influences for the multipliers worklarge scale studymultipliersA Portuguese national long-term professional development programme for support mathematics teachers in curriculum change took place from 2006 to 2012. More than 1000 schools and 12500 mathematics teachers were involved. The results reveal that the multipliers are directly affected by many interrelated factors from different contexts (Krainer, 2015): the support given by the scientific commission and their pears are fostering factors; the educational policy (different curriculum in schools and decreasing work conditions provided) and the curriculum school’s culture are hindering factors. This suggests that the effectiveness of multipliers’ work is nor top down, nor bottom up defined — instead, it results of all the contexts in multiple ways. The perceived changes affecting the cascade functioning along the six years, suggest that cascades that develop in a long time period need to acknowledge its dynamic nature.PME2019-03-01T11:11:00Z2019-03-012017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/25328http://hdl.handle.net/10174/25328engSantos, L., & Canavarro, A. P. (2017). Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 264). Singapore: PME.https://www.igpme.org/index.php/publicationsndapc@uevora.pt229Santos, LeonorCanavarro, Ana Paulainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:19:04Zoai:dspace.uevora.pt:10174/25328Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:15:48.808572Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work |
title |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work |
spellingShingle |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work Santos, Leonor large scale study multipliers |
title_short |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work |
title_full |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work |
title_fullStr |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work |
title_full_unstemmed |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work |
title_sort |
Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work |
author |
Santos, Leonor |
author_facet |
Santos, Leonor Canavarro, Ana Paula |
author_role |
author |
author2 |
Canavarro, Ana Paula |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Leonor Canavarro, Ana Paula |
dc.subject.por.fl_str_mv |
large scale study multipliers |
topic |
large scale study multipliers |
description |
A Portuguese national long-term professional development programme for support mathematics teachers in curriculum change took place from 2006 to 2012. More than 1000 schools and 12500 mathematics teachers were involved. The results reveal that the multipliers are directly affected by many interrelated factors from different contexts (Krainer, 2015): the support given by the scientific commission and their pears are fostering factors; the educational policy (different curriculum in schools and decreasing work conditions provided) and the curriculum school’s culture are hindering factors. This suggests that the effectiveness of multipliers’ work is nor top down, nor bottom up defined — instead, it results of all the contexts in multiple ways. The perceived changes affecting the cascade functioning along the six years, suggest that cascades that develop in a long time period need to acknowledge its dynamic nature. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-01T00:00:00Z 2019-03-01T11:11:00Z 2019-03-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/25328 http://hdl.handle.net/10174/25328 |
url |
http://hdl.handle.net/10174/25328 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Santos, L., & Canavarro, A. P. (2017). Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 264). Singapore: PME. https://www.igpme.org/index.php/publications nd apc@uevora.pt 229 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
PME |
publisher.none.fl_str_mv |
PME |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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