Please use this identifier to cite or link to this item:
|Title: ||Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work|
|Authors: ||Santos, Leonor|
Canavarro, Ana Paula
|Editors: ||Kaur, B.|
Toh, T. L.
Ho, H. K.
|Keywords: ||large scale study|
|Issue Date: ||2017|
|Citation: ||Santos, L., & Canavarro, A. P. (2017). Scaling up professional development in mathematics curriculum reform: Influences for the multipliers work. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 264). Singapore: PME.|
|Abstract: ||A Portuguese national long-term professional development programme for support
mathematics teachers in curriculum change took place from 2006 to 2012. More than
1000 schools and 12500 mathematics teachers were involved. The results reveal that the multipliers are directly affected by many interrelated factors
from different contexts (Krainer, 2015): the support given by the scientific commission
and their pears are fostering factors; the educational policy (different curriculum in
schools and decreasing work conditions provided) and the curriculum school’s culture
are hindering factors. This suggests that the effectiveness of multipliers’ work is nor
top down, nor bottom up defined — instead, it results of all the contexts in multiple
ways. The perceived changes affecting the cascade functioning along the six years,
suggest that cascades that develop in a long time period need to acknowledge its
|Appears in Collections:||PED - Artigos em Livros de Actas/Proceedings|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.