Prof. Dr. Jürg Kramer
Duration: 01.06.2017 - 31.12.2018
Humboldt Universität Berlin
Effective mathematics teaching requires both substantial teacher education and high quality continuous professional development (CPD) courses. These CPD courses are provided by multipliers, who are teachers themselves, and who commonly struggle with supporting teachers’ mathematics learning substantially. Thus, the assumption of the project NoTe is that multipliers need specific training to be able to advance teachers’ learning of mathematics. In the project NoTe we draw on video examples showing real teacher CPD situations, providing opportunities for multipliers to attend to and to reflect upon crucial teacher learning situations, as well as to discuss together how learning can be best stimulated. In particular, we investigate multipliers’ noticing and knowledge-based reasoning with respect to such crucial mathematics learning incidents in a video club setting, and how it develops over time.