The design principles of an online professional development short course for mentors of mathematics teachers

This paper describes the design principles of an online and asynchronous short course contributing to the professional development of prospective Mentors of Mathematics Teachers. We aimed at bringing together the participating teachers’ expertise and wisdom of practice, and the evidence from relevant research and professional literature in mathematics education through carefully designed online activities and ‘lightly’ orchestrated peer collaborations. We expect our course to develop the participating teachers’ appreciation of how their gained knowledge from research and literature empowers them to critically reflect on their own teaching practices and on how they support the practices of teachers they mentor