Self Regulated eLearning as Professional Development for Teachers to Develop Mathematics Content            Knowledge.

 

Background

 

With a background as a mathematics teacher for most of my career, I am keenly interested in research that seeks to improve mathematical understanding. When I began the program in Fall 2012, I was very interested in researching mobile learning as a possible solution to addressing the problem of  under performing students in college algebra. My initial interest has shifted slightly. While my focus is still on developing mathematical understanding, I have chosen to focus on extending the research I had previously done while pursuing my masters degree. The focus of the research then was on developing mathematical content knowledge through a community of learning that involved teachers, parents and students. I am now interested in focusing on developing mathematical knowledge for teaching through a self regulated online environment.

 

Development of Current Research Idea

 

One of my graduate assistant projects consisted of developing (an online course for a previously face to face fractions, decimals and percents course). This was an effort to make the course accessible to more teachers, parents, and students. While building this online course, I had the idea of extending the online course as a professional development intervention for teachers only, to develop their mathematics knowledge for teaching. The purpose of the study is to implement and test a self regulated professional development elearning intervention to develop teachers mathematics content knowledge.

 

Problem Statement

 

Failing mathematics grades is a problem nationally. In a recent article in Policymic, concerns about the shortage of STEM graduates leads to a shortage of STEM workers for the U.S. workforce. The author, Micheal Wodka (2012), blames the high attrition rate of STEM majors among college students on failing mathematics grades. Micheal states that this in part is due to inadequate high school preparation.

 

Professional Development

 

Ball, Lebienski and Mewborn (2001), cite the low levels of math achievement among American adults are as a result of poor math education. They argue that formal schooling years in America is not producing the desired level of mathematical proficiency required by adults. The lack of proficiency in mathematics includes adults that work as professional educators. The insufficient understanding of mathematical knowledge and pedagogy leads to inadequate instruction given by teachers during the formal schooling years. Developing teachers mathematical content knowledge is central to improving mathematical proficiency of students and mathematics education as a whole. There is a need to support the ongoing development of mathematical content knowledge for teachers in an accessible, flexible and informal manner.

 

Mathematical Knowledge for Teaching

 

Hill, Rowan, and Ball (2005), found that teachers` mathematical knowledge was significantly related to student achievement. Mathematical Knowledge for Teaching (MKT) relates to the knowledge and mental habits needed to teach mathematics. MKT encompasses content knowledge, specialized content knowledge (CCK and SCK) and pedagogical content knowledge (PCK).

 

Technological Pedagogical Content Knowledge

 

Mishra and Koehler (2006), state that knowledge of technology has become an important aspect of overall teacher knowledge. They consider technology as another aspect of the PCK model to become Technological Pedagogical Content Knowledge (TPCK). TPCK is a vital part of the framework of teacher knowledge.

 

Self Regulated Learning

 

Teachers ought to be lifelong learners to adjust to new curriculums and new standards and to meet the students diverse learning needs. Zimmerman (2002) states, “Self regulation is important because a major function of education is the development of life long learning skills” (p.66). Zimmermans model for self regulated learning includes three main phases: Forethought phase, Performance Phase and Self Reflection phase. Each phase contains further sub categories, for example: The forethought phase has task analysis which comprises goal setting and strategic planning. The performance phase comprises of self control which involves task strategies and help seeking. The self reflection phase which involves self judgement and self evaluation. Teachers already engage in some of these phases while preparing lessons. Engaging in all the phases of self regulated learning will develop life long learners.

 

Online Professional Development

 

Lock (2006) states that, "Teachers must invest in their own growth by posing their questions and studying topics of their own choice. This personalization is the essence of leadership.” She advocates for teacher professional development that includes, time to plan, learn and reflect continuously on practices grounded in the reality of the classroom. Online learning provides continuous collaboration, expands access to information, networks and people, it increases flexibility of time and learning places, and it facilitates modeling and visualization (Lock, 2006). Online professional development is described by Lock as the new image of professional development.

 

Possible Research Questions

 

How does self regulated elearning provide just in time support for development of mathematical content knowledge for teachers by providing flexible learning opportunities?

 

How do elearning resources help teachers develop pedagogy and content knowledge for Fractions, Decimals and Percents?

 

 

References

 

Lock, J. V. (2006). A new image: Online communities to facilitate teacher professional development. Journal of         Technology and Teacher Education, 14(4), 663-678.

 

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher                 knowledge. The Teachers College Record, 108(6), 1017- 1054.

 

Wodka, M. (2012). The Reason Why US Colleges are Failing In Math and Science. Retrieved from                             http://Policymic.com/articles/10905

 

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.