Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Alistair Bissell
Mathematics in Education and Industry
⬇ Download PDFThis paper examines how facilitation is enacted and negotiated in interaction during an online mathematics teacher professional development session. Drawing on an enactivist perspective and van Es’ framework of facilitation moves, the analysis focuses on transcript excerpts from a synchronous session involving two facilitators and two participants. The findings show that facilitative work is distributed across interaction, with participants frequently taking on facilitation roles such as pressing for clarification and directing attention to mathematical detail. The paper argues that facilitation in online professional development is negotiated rather than fixed.
onlineprofessional developmentfacilitationenactivism