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Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
ARTICLE

## Jason Silverman, Drexel University, United States

Journal of Technology and Teacher Education Volume 20, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

## Abstract

We report on our efforts to support teachers’ development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers’ participation in professional development activities (analyzed using social network analysis methods to quantify individual’s prominence in the online interactions) and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers’ knowledge development. However additional analysis revealed a relationship between individual’s prominence (how active an individual is as a contributor or the extent to which others seek out an individual) in collaborative sessions with a particular function or focus and the development of mathematical knowledge for teaching. The specifics of these results will be discussed and potential implications for online mathematics teacher professional development will be discussed.

## Citation

Silverman, J. (2012). Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching. Journal of Technology and Teacher Education, 20(1), 47-69. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 21, 2019 from https://www.learntechlib.org/primary/p/35351/.

© 2012 Society for Information Technology & Teacher Education

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- 2 This research was supported by national science Foundation Grant no. 0737178. Any conclusions or recommendations stated are those of the authors and do not necessarily reflect official positions of the nsF.

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