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The missions of the mode and economy stages of the JDM project
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Teacher professional development (TPD) is an important topic for school teaching and learning, but the challenging part is how to design quality and sustainable TPD that results in sound teachers’ learning. This research paper presents a cascade model of TPD used by the Just Do Math project and designed to nurture any number of teachers to teach ma...
Context in source publication
Context 1
... three stages of describing the JDM project are analogized from Bruner's (1966, p. 44) three ways of structuring the domain of knowledge, including the modes of representations in which it is put, its economy, and its effective power. Each stage undertakes all three fundamental elements above but the missions and goals differ (see Table 1). The mode stage was more or less the construction and refinement of the functioning of the JDM project in an organized mode. ...Citations
... Taiwanese mathematics teachers further expressed the need to incorporate MGAs into formal classroom teaching to bridge the gap between in-and outside-of-school mathematics learning. The JDM project redesigned MGAs, namely MGA-in-class so that they could be successfully implemented in regular school lessons (Chang et al., 2021). ...
In this paper we report the results of a study in which we investigated how formal education and shadow education in Taiwan provide students opportunities to learn mathematics. Based on the conceptual framework of Opportunity to Learn (OTL), aspects specific to formal education, including mathematics curriculum, mathematics textbooks, and teachers’ competence, and their teaching, were reviewed. Two national projects identified under shadow education were examined. The results revealed significant features of the mathematics curriculum, textbook design, and the quality of mathematics teachers in Taiwan that constitute a lived space where teachers with their knowledge and beliefs, curriculum, textbooks, and school settings, can generate cognitive and affective learning outcomes in students. Further analyses of the two above-mentioned projects showed how Taiwan extended learning opportunities to motivate students to learn and understand school mathematics. Based on the review, challenges were also identified.
This study aims to build a framework for affect-focused (or affective) mathematical teaching (AMT), while promoting higher-order mathematical learning (e.g., pattern finding and deep understanding). The data sources were the class mathematics grounding activity designed by Taiwan’s mathematics educators, aiming to enhance students’ affective performances in learning mathematics with a theoretical base on the enactivist perspective. Qualitative methodology identified features of affective mathematics teaching and formed a framework for AMT, which defines AMT as transforming natural languages to mathematical languages, highlighting student agenda of upward learning (interest, sense, utter, and present), met by teacher agenda of caring (cultivate, amuse, reflect, and explain). Finally, the enactivist embodiment activities are embedded in the pedagogical structure of 4E phases: entry, entertainment, enlightenment, and enrichment. Affect and cognition interplay in each phase.
