Cultural-historical Activity Theory and activity-system analysis as a lens for examining PLC in mathematics¶

Theory · All theories
Evidence · no claims cited

Description¶

The review uses CHAT, in which "activity systems are taken as the smallest unit of analysis", to conceptualise PLC as practices where people with different roles interact to develop their practice. Each activity system comprises six nodes — object, subjects, mediating artifacts, rules, community, division of labor — plus an outcome, illustrated as a triangle. The object is the underlying motive and determines what counts as an activity system; if the object changes, a new activity system is created. The authors operationalised the nodes using Mwanza's (2002) eight-step model of guiding questions to categorise the 32 studies.

Design Implications¶

Context¶

Requirements¶

• The object of the activity system must be identified, since the object determines and differentiates one activity system from another

Constraints¶

• The object of a system is an empirical question in the sense that it is not always explicit

Target Learners¶

• in-service mathematics teachers in primary, elementary, or secondary level

Target Learning Objectives¶

• developing teaching practice through collaborative professional learning

Claims¶

Related Theories¶

• Three activity systems for PLC in mathematics, differing in object, mediating artifacts and norms
• Cultural-Historical Activity Theory
• Activity theory frames human activity as a system of six interacting elements (subject, object, tools, community, rules, division of labor)

Examples¶

• Mediating artifacts in mathematics PLC are selected according to the PLC's object

Key Sources¶

• Harvey, F., & Teledahl, A. (2022). Characteristics of Professional Learning Communities in Mathematics: A Systematic Review. Mathematics Teacher Education and Development, 24(1), 72–95. https://eric.ed.gov/?id=EJ1361397