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Mathematics teachers' development of practical knowledge: Learning to collaboratively design and teach inquiry-based statistics lessons

Witterholt, M. G., 2015, [Groningen]: University of Groningen. 212 p.

Research output: ThesisThesis fully internal (DIV)Academic

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  • Title and contents

    Final publisher's version, 306 KB, PDF document

  • Chapter 1

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  • Chapter 2

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  • Chapter 3

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  • Chapter 4

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  • Chapter 5

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  • Chapter 6

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  • Appendices

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  • Complete dissertation

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In the Netherlands, some major educational reforms in secondary education were implemented during the last twenty years. All these innovations aimed at enhancing the efficiency and quality of secondary education. Among the most recent innovations are the introduction of the Basisvorming in lower secondary education and the Tweede Fase in upper secondary education. In my study, I am particularly interested in the challenges these kinds of reforms pose to teacher professionalization.
For mathematics teachers, the new curriculum marked a new effort because they were faced with new types of assignments for pupils, new classroom activities, teaching of new skills and applying new pedagogies like inquiry-based and collaborative learning. When switching to new teaching pedagogies, teachers may encounter several difficulties that may raise concerns.
My study focuses on the professional development of mathematics teachers by means of a teacher network which allows teachers to reflect collaboratively on feasible activities within the school context. I started a network of teachers who were willing to engage in the design of a series of lessons aimed at statistical investigations following an inquiry-based approach.
The goal is to explore mathematics teachers’ development of practical knowledge and, in particular, changes in their practical knowledge after the professional development trajectory. Furthermore, it is the aim of this study to identify factors that influence the practical knowledge of teachers during the professional development trajectory.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
Supervisors/Advisors
  • Goedhart, Martin, Supervisor
  • van Streun, Anne, Supervisor
  • Suhre, Cor, Co-supervisor
  • Drijvers, P.H.M. (Paul), Assessment committee, External person
  • Veen, van, Klaas, Assessment committee
  • van Driel, Jan H., Assessment committee, External person
Award date24-Apr-2015
Place of Publication[Groningen]
Publisher
Print ISBNs9789462596535
Publication statusPublished - 2015

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