Enhancing early mathematical professional learning with fully online learning communities (FOLC) and collaborative action research

Early math skills are fundamental to children’s development and significantly impact later academic success. The purpose of the study was to examine how collaborative action research (CAR) in fully online learning community (FOLC) environments affects RECEs’ early mathematical knowledge and instruction. The study used a mixed-methods approach consisting of the phase one surveys and phase two workshop and interview sessions to seek evidence related to the research questions. The surveyed RECEs possessed average digital competence concerning processes congruent with everyday practices. Findings suggest CAR as a potential mechanism for RECE professional learning as it provides opportunities to connect with others on issues related to one’s practice. Additionally, FOLC environments, emphasizing equitable, learner-centred experiences, provided participants with an accessible space for discussing authentic problems and solutions to achieve transformative learning.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2024

Author dc:creator

• Branch, Jessie

Advisor dc:contributor.advisor

• van Oostveen, Roland

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/1772

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/1772