Digital Repositories to Support Teachers Extend Their Teaching of Mathematics Problem Solving Heuristics

Abstract

Computer-supported collaborative learning (CSCL) environments are popular to help to support communities of learning by transcending barriers such as time, geographical distance and the sharing of common interests. (see Stahl, Sumner & Repenning, 1995). However many studies have only focused on student-centered collaborative learning environments to improve educational outcomes. Comparatively, there has been dearth of literature on electronic learning environments that focus on teachers and their professional development. This study investigates the pivotal role repositories play in augmenting and reforming educational practices and teaching processes. The comprehensive and integrated collaborative environment scaffolded by technological tools can help teachers and educators to interact online, to discuss issues of mutual concern and to share their effective strategies. This study modeled a theoretical framework and its real-time application by organizing a digital repository to allow Mathematics teachers to share ideas and resources electronically, without expending unnecessary physical effort to locate, use, adapt, and share just-in-time resources on Problem Solving. This repository serves as a platform to facilitate teachers discussing effective teaching strategies and techniques to scaffold students acquiring competent problem solving skills, thus providing an arena for teachers to share what Hiebert, Gallimore & Stigler (2002) termed as practitioner knowledge.

The paper will be based on a qualitative case study of 6 teachers as they explore a CSCL environment comprising: - a repository of mathematics problem solving tasks where they can select tasks suitable for their class, add to the repository, modify tasks for variation, etc. - short video clips of their own or their fellow participants (recorded from an earlier study) so that they can review and reflect on their teaching practices and get some comments from colleagues. Feedback in terms of email communication and short interviews would provide iterative inputs for the initial and subsequent development of the CSCL environment. Information about how the teachers have explored the environment were collected over a period of 4 months. Data include the amount of time spent, and amount and types of input teachers contribute to the shared resources.