Three activity systems for PLC in mathematics, differing in object, mediating artifacts and norms¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review constructs three distinct activity systems from the 32 studies: system A with the object of developing norms for collaboration, system B with developing teachers' understanding about mathematics and its teaching, and system C with developing teachers' repertoire of teaching actions. The authors state that "different objects have consequences for how the PLC are organised regarding mediating artifacts and norms": the objects determine which artifacts are used and the norms correlate with the object. The remaining aspects — subjects, division of labor, and community — "stay consistent across the three systems".

Design Implications¶

Context¶

Requirements¶

• Identifying the object of the PLC, since the object determines and differentiates one activity system from another

Constraints¶

• The three activity systems were derived from studies of mathematics teachers, mostly in relatively homogeneous Western school systems

Target Learners¶

• in-service mathematics teachers

Target Learning Objectives¶

• collaborative inquiry into and development of mathematics teaching practice

Claims¶

• Plc Mathematics Three Objects Repertoire Most Common [+M]

Related Theories¶

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

Examples¶

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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