Mathematics teachers’ knowledge-sharing on the Internet: pedagogical message in instruction materials
This article reports on a study of teacher-shared documents containing matematical tasks published on the Internet. The aim was to identify the goals, metods and pedagogical justifications presented in the documents and what was needed to solve the tasks. Content analysis was used to define their pedagogical message. The results show that the documents mainly involve content goals for younger pupils that are not consistent with the explicit descriptions. The conceptual goals are communicated to a great extent, but are not supported by task features. The reasons for why the tasks given are expected to lead to a certain goal are very often implicit, and, as a result, the content of the documents and the quality of the tasks are somewhat unclear to other teachers.
Yvonne Liljekvist is senior lecturer in mathematics education at the Department of Mathematics and Computer Science at Karlstad University, Sweden. One of her research interests is mathematics teachers’ use of Internet to improve their own teaching and to support colleagues. Liljekvist and her colleagues have an ongoing research project in this area that examines how teachers use social network sites to develop their pedagogical content knowledge.