Another case study review

Topic : Case studies of Mathematics Teachers’ Learning in an online study group

Purpose of the study :
The purpose of the study is to shed some light on the nature of mathematics teachers’ learning when participating in an ALNs* ( a social network ) study group focused on the discussion of reform-oriented mathematics pedagogy (NCTM, 1989, 2000). The study describes the learning pathways of two different teachers who participated in such an ALN. The two cases are presented in order to provide some empirical ground that can be used to inform the design of instruction for mathematics teachers.

ALNs* - Asynchronous learning networks have recently been explored as environments for supporting the sort of discourse needed to sustain teacher study groups. Their defining characteristics include: (1) many-to-many communication; (2) place independence; (3) time independence ( that is, time-flexible, not temporal ); (4) text-based; and (5) computer-mediated interaction (Harism, 1990, p.43). Shotsberger (1999) reported that an ALN environment allowed mathematics teachers to engage in prolonged and thoughtful exchanges of ideas relating to reform-oriented pedagogy. In another discussion of ALN-based professional development for mathematics teachers, it is noted that holding a discussion over a period of days or weeks allows time to reflect, experiment with new ideas, share successes and failures, and receive feedback from others who are undergoing the same experiences. It is also found that asynchronous discussions among preservice mathematics teachers enhanced the quality of their reflections on teaching.

Literature review :
Arbaugh ( 2003 )
Zevenbergen ( 2004 )

Methodology:
The investigation is a collective case study. The cases of two different teachers participating in the same ALN
Study group focused on the discussion of middle school mathematics pedagogy are considered. The researcher adopted a participant-observer stance. Therefore, the study should be understood as the search for insights from that particular perspective. The methodology is also grounded in the idea that learning should be examined within its discourse-context rather apart from it. Since the ALN transcripts contained a comprehensive record of the online discourse, they were drawn upon in order to describe the participants’ learning.




Participants:
The two case study participants, Yvonne and Maura, were full-time mathematics teachers at two different middle schools in the district. Yvonne had 12 years of teaching experience, and Maura had 16. Yvonne taught sixth grade and Maura taught seventh. Both participated extensively in the study group and, therefore, generated a substantial amount of data for analysis.


Procedure :
ALN interaction took place over a 13-week time period. Each participant was required to post at least four messages into the discussion board every week, and at least three were to be replies to posts made by others, so that the group would not become a collective monologue. Yvonne posted 59 messages to the discussion board and Maura posted 74.

Data analysis :
The researcher read each post, and data analysis had ongoing and retrospective phases. Each discussion board post was analyzed and coded, messages with common characteristics were clustered together and were assigned a qualitative descriptor.

Results and Conclusion :
Learning in an ALN study group can be thought of as collaboration and competition with others in the environment. ALNs are noted for their potential to facilitate collaboration, build community, and share knowledge. It is found that asynchronous discussions can provide forums for teachers to raise critical educational issues and engage in lively debates about them.

Reference :
Groth, R.E. (2007). Case studies of mathematics teachers’ learning in an online study group. Contemporary Issues in Technology and Teacher Education, 7(1), 490-520.