Crisan, Cosette;
Geraniou, Eirini;
(2025)
Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach.
Educational Technology Research and Development
10.1007/s11423-025-10538-2.
(In press).
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Abstract
This paper describes the design principles and impact of an online asynchronous short course “Key Ideas in Mentoring Mathematics Teachers”, contributing to the professional development (PD) of prospective and practicing school-based mentors of mathematics teachers. The course was designed to empower mentors with knowledge about research informed practice and instil in them a welcoming stance towards mathematics education research. An Architecture of Online Engagement and a Vignette Activity Sequence approaches were employed in the design of the course, as means of supporting the participants to critically reflect on their teaching practices through engagement with topic-specific mathematics education research and on the implications for their mentoring practices. With a focus on the Vignette Activity Sequence (VAS) in particular, we discuss the potential impact and value of this approach to designing an online asynchronous professional development course in general, but also in the context of mentors of mathematics teachers. This paper’s contribution lies in the discussion of design principles of a PD course that successfully engage mentors with mathematics education research literature, while allowing them to reflect on their own practices and experiences.
| Type: | Article |
|---|---|
| Title: | Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11423-025-10538-2 |
| Publisher version: | https://doi.org/10.1007/s11423-025-10538-2 |
| Language: | English |
| Additional information: | Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Mathematics Education, Mathematical Teaching Educational Skills, Mathematical Skills for Teaching, Mathematics for Professionals, Pedagogy, Practice-as-Research |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10211462 |
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