Facebook groups (FGs) have been widely used by teachers/educators. However, the type of educational FGs they value most, and the reasons for their choices, are less clear. This paper examines the perspectives of 440 participants (86% mathematics teachers and 14% mathematics teacher educators) on their educational FGs. It identifies the types of FGs they value most, the reasons for their choices, and aspects they dislike. Data collected through an online survey suggests that FGs are used for professional engagement across Indonesia. Support for FGs included the perceived benefits of sharing information/resources about mathematics (as well as education in general), networking and communication with others, opportunities for teacher professional development sessions and announcements about/access to up-to-date information. However, limitations with the platform included occasional irrelevant posts/comments, unexpected member behaviour and the lack of responsiveness from FGs administrators. Commonly, most participants saw value in discipline-specific (i.e. mathematics) engagement, leading to professional learning/support. This study stimulated further discussion on ways to maximise benefits whilst simultaneously overcoming the identified challenges of these participant-driven online communities.

中文翻译：

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印尼数学老师和教育者对社交媒体平台的看法：以教育Facebook群体为例

Facebook团体（FG）已被教师/教育者广泛使用。但是，他们最重视的教育性FG的类型及其选择的原因尚不清楚。本文研究了440名参与者（86％的数学老师和14％的数学老师教育者）对其教育FG的观点。它确定了他们最重视的FG类型，选择理由以及不喜欢的方面。通过在线调查收集的数据表明，FG被用于整个印度尼西亚的专业参与。对FG的支持包括共享与数学有关的信息/资源（以及一般教育），与他人交流和沟通，教师专业发展会议的机会以及关于/获取最新信息的公告所带来的好处。然而，该平台的局限性包括偶尔不相关的帖子/评论，意外的会员行为以及FG管理员缺乏响应能力。通常，大多数参与者看到特定学科（即数学）参与的价值，从而导致专业学习/支持。这项研究激发了关于如何最大程度地受益并同时克服这些参与者驱动的在线社区所面临的挑战的进一步讨论。