The authors take a deep dive into South Africa's Data-Informed Practice Improvement Project (DIPIP), an innovative program designed to support the professional development of mathematics teachers at the high-school level.
The research reported in the book shows how the DIPIP's professional learning communities were established and maintained, the role of the project facilitators, and the encouraging extent to which the participating teachers shifted their practices to more effectively engage with their students' errors and reasoning.
CONTENTS:
- The DIPIP Project: Key Dimensions.
- Leading Professional Learning Communities.
- Establishing and Sustaining School-Based Professional Learning Communities.
- Teachers' Changing Practices.
- Teacher Conversations.
- Working with Teachers' Errors.
- Facilitating Professional Learning Communities.
- Teacher Agency in Professional Learning Communities.
- Pre-Service Teachers' Inquiry into Learners' Mathematical Errors.
- Conclusions.
