Source: Journal of Technology and Teacher Education, 20(1), 47-69. January 2012
This article seeks to explore and understand the relationship between teachers’ participation in professional development activities (analyzed using social network analysis methods to quantify individual’s prominence in the online interactions) and the development of mathematical knowledge for teaching.
Results indicate that participation, broadly speaking, was not correlated with teachers’ knowledge development.
However additional analysis revealed a relationship between individual’s prominence (how active an individual is as a contributor or the extent to which others seek out an individual) in collaborative sessions with a particular function or focus and the development of mathematical knowledge for teaching.