A group of teachers were observed for determining how they develop professionally. The study involved the teachers designing scripts based on the history and pedagogy of mathematics (HPM). The research team consisted of a teacher educator, high school math teachers, and graduate students. The teachers participated in discussion sessions held biweekly, shared their experiences on issues such as the collection, perusal, and integration of information and on the addition of this information to the HPM script during script production. The research team comprised participant observers who collected meeting minutes, interviewed the teachers, and analyzed data from post meeting feedback sheets, questionnaires, reports, and HPM-script-related research information. The researchers made the following observations: (1) Through teacher community dialogues, the participating teachers inspired each other. (2) Reading helped the teachers recognize different aspects of mathematics knowledge. (3) Film viewing for appreciation and analysis provided inspiration to write the scripts. (4) Discussion led to the scriptwriting becoming more refined. (5) Counseling and panel discussions broadened the teachers’ perspectives. Furthermore, it was found that the participating teachers’ knowledge of mathematics and history of mathematics had increased. The teachers could also exchange their mathematics pedagogy knowledge and enhance their understanding of script writing.
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Enhancing teachers´ professional development through HPM script design
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