The unexpected consequences of replacing corridor chats with an online community of practice
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Anita L. Campbell [1] ; Tracy S. Craig [2] ; Batseba Mofolo-Mbokane [3] ; Pragashni Padayachee [1]
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[1] University of Cape Town
University of Cape Town
City of Cape Town, Sudáfrica
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[2] University of Twente
University of Twente
Países Bajos
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[3] University of theWitwatersrand
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 3, 2022, págs. 745-751
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
We are four academics teaching mathematics at three different higher education institutions over two continents. Through fortnightly meetings to research how our practices changed as a result of the Covid-19 lockdowns, we formed a community of practice.
The process of articulating our experiences and ideas, and reflecting on the recorded meetings and the written homework we set ourselves, was reassuring and motivational.Weidentified five assessment propositions to guide our mathematics teaching, which we summarize in this paper. A major proposition of assessment we embraced was the use of open book (or open-internet) assessment as a way to test for mathematical understanding. Our community of practice interactions influenced our teaching and assessment practices.
Welearnt more deeply about assessment by interrogating each other’s work, observing and identifying misconceptions or errors (made by ourselves and others), and learning different ways of solving problems through discussion. We noted that sustaining the community of practice required comfort in being confronted and criticized.
The unexpected consequence of our community of practice was the push it gave us to think about why we teach what we teach, assess how we assess, and how we can make both more relevant to a changing world.
