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Title: Negotiating With the Task to Encourage Generative Collaboration in Teacher Workgroups
Authors: Matranga, Anthony
Sebastian, Melinda
Silverman, Jason
Klein, Valerie
Shumar, Wesley
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Matranga, A., Sebastian, M., Silverman, J., Klein, V., & Shumar, W. (2020). Negotiating With the Task to Encourage Generative Collaboration in Teacher Workgroups. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2389-2390). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This study examined the generativity of practicing mathematics teachers' interactionsin small groups working on a task designed to scaffold evidence-based assessment practices.Results showed that participants largely shared and compared information, except one groupthat focused on the difficulty they had with the task. Our findings indicate the task functionedas a boundary object, supported identification - a mechanism of learning - and disrupted normsfor politeness that are pervasive in teacher professional development.Introduction
Appears in Collections:ICLS 2020

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