"Math MOOC UniTo": An Italian Project on MOOCs for Mathematics Teacher Education, and the Development of a New Theoretical Framework

Autor/inn/en	Taranto, Eugenia; Arzarello, Ferdinando
Titel	"Math MOOC UniTo": An Italian Project on MOOCs for Mathematics Teacher Education, and the Development of a New Theoretical Framework
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 5, S.843-858 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taranto, Eugenia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01116-x
Schlagwörter	Foreign Countries; Online Courses; Mathematics Education; Inservice Teacher Education; Faculty Development; Program Design; Models; Italy + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Mathematische Bildung; Lehrerfortbildung; Programme design; Programmaufbau; Programmplanung; Analogiemodell; Italien
Abstract	This paper focuses on MOOCs (massive open online courses), a fairly recent paradigm in e-learning educational projects. Despite the high dropout rate, and the impossibility of benefiting from the opportunities that bring with it a face-to-face dialogue, several factors make MOOCs a good option for ongoing teacher professional learning. The MOOCs on which we focus address mathematics teacher education. In particular, we illustrate our experience based on four MOOCs that we organized in Italy in the last 4 years within the "Math MOOC UniTo" project, the aim of which is the professional development of mathematics in-service teachers. In the paper we articulate the conceptual framework that has guided the design, data collection, analysis and interpretation of findings for the project. It is mainly based on the hybridization of the meta-didactical transposition (MDT) model with the instrumentation/instrumentalization processes of the instrumental approach and the network of knowledge of Connectivism. We offer this new framework (called MOOC-MDT) to stimulate discussion with colleagues in the mathematics education research community about ways in which it might be refined and extended, towards building a shared understanding of the process of mathematics teacher education through MOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01