What drives the Collective Knowing & Learning of the #MTBoS community?

#MTBoS: The Math Twitter Blog-o-sphere.

Do you participate? Contribute? Creep? Math teachers seem to have carved out a particular niche using Twitter & blogs to share & learn from each other in order to better our teaching. Teachers in other subject areas are often wondering, why doesn’t this exist for my subject? How exactly does one instigate & support a #MTBoS for a different subject area? Why are so many Math teachers so engaged in this professional learning community via social media?

Judy Larsen & Peter Liljedahl put together a research paper that looks into some of the ways that the #MTBoS promotes interactions & learning among those teachers participating in it. And I sketchnoted their article:

MTBoS.jpeg

Abstract
Stimulating sustainable mathematics teacher collaboration can be challenging in many commonly found professional development contexts. Despite this, an unprompted, unfunded, unmandated, and largely unstudied mathematics teacher community has emerged where mathematics teachers use social media to communicate about the teaching and learning of mathematics. This paper presents an analysis of one episode where teachers engage in a prolonged exchange about responding to a common mathematical error. Analytical tools drawn from complexity theory are used to explain moments of productivity. Results indicate that enough redundancy and diversity among members is necessary to make conversations productive. Identified sources of redundancy indicate the ‘taken-as-shared’ values of this group.

Full article available from: https://www.researchgate.net/publication/316994276_Exploring_generative_moments_of_interaction_between_mathematics_teachers_on_social_media [accessed Jul 27, 2017].

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

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