Professional development of mathematics teachers toward the facilitation of small-group collaboration

Collaborative work in small groups is often a suitable context for yielding substantial individual learning outcomes. Indeed, small-group collaboration has recently become an educational goal rather than a means. Yet, this goal is difficult to attain, and students must be taught how to learn together. In this paper, we focus on how to prepare teachers to become facilitators of small-group collaboration. The current case study monitors a group of six prospective teachers and their instructor during a one-semester course. The instructor was a skilled mathematics teacher with strong beliefs about what is entailed in establishing a miniculture of learning to learn together and about how to facilitate student group work in problemsolving situations. We describe the learning path followed by the instructor, including the digital environment. The findings show that by the end of the course, the students became more competent facilitators of learning to learn together.