Boundary crossing through in-service onl

Boundary crossing through in-service online mathematics teacher education: the case of scenarios and half-baked micro worlds Chronis Kynigos • Elissavet Kalogeria

Wenger, E. (1998). Communities of practice, learning, meaning and identity. Cambridge: Cambridge University Press

Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings. Dordrecht: Kluwer.

Hoyles, C., & Noss, R. (2003). What can digital technologies take from and bring to research in mathematics education? In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 323–349). Dordrecht: Kluwer.

-> Possibly useful as artifacts leave their original contexts:

• Akkerman and Bakker (2011) suggest that boundary crossing can entail learning through four mechanisms: (a) identification of a boundary, (b) coordination of activity flow acknowledging diverse sites, (c) reflection on the specificities of two sites and the existence of the boundary between them and (d) transformation where actors from different sites engage in some constructive activity by crossing boundaries and addressing boundary objects. (Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.)

—> My idea of ‘curriculum as artifact of learning’ is like a ‘half-baked’ micro world; it allows targeting by the teacher, while preserving the desirable qualities of a student-produced media artifact.