Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse. We employed social network analysis (SNA) to examine the evolving cohesiveness of mathematics teachers’ social network and coding procedures to examine teachers’ mathematical discourse. A key finding was the documentation of an emergent divide between participation in the core and periphery during initial weeks of the PD and then a reduced divide and emergence of a social network that resembles a community. We argue that the instructor’s pattern of participation that included distributing their interactions across the subgroups while sending a common message regarding expectations for mathematical discourse in the PD may have contributed to the community formation process. We propose the Interaction Assessment Model, which outlines an approach for PD facilitators to use SNA as a feedback mechanism to differentiate facilitation of online collaborative and content-focused PD and build online communities.

在线协作和以内容为中心的专业发展（PD）成为支持数学老师的专业学习的越来越重要的环境。这项研究的目的是通过检查21位数学老师的社交网络的凝聚力是如何发展的以及数学老师的数学话语质量的相关变化，从而更好地理解社区在PD环境中的形成过程。我们使用社交网络分析（SNA）来检验数学教师社交网络不断发展的凝聚力，并使用编码程序来检验教师的数学话语。一个关键的发现是，在PD的最初几周内，核心和外围参与之间出现了新的鸿沟，随后，类似于社区的社交网络的鸿沟减小了。我们认为，讲师的参与模式包括在小组之间分布他们的互动，同时发送有关PD中对数学话语期望的共同信息，这可能有助于社区形成过程。我们提出了交互评估模型，该模型概述了PD促进者使用SNA作为反馈机制来区分在线协作和以内容为中心的PD促进和建立在线社区的方法。我们认为，讲师的参与模式包括在小组之间分布他们的互动，同时发送有关PD中对数学话语期望的共同信息，这可能有助于社区形成过程。我们提出了交互评估模型，该模型概述了PD促进者使用SNA作为反馈机制来区分在线协作和以内容为中心的PD促进和建立在线社区的方法。我们认为，讲师的参与模式包括在小组之间分布他们的互动，同时发送有关PD中对数学话语期望的共同信息，这可能有助于社区形成过程。我们提出了交互评估模型，该模型概述了PD促进者使用SNA作为反馈机制来区分在线协作和以内容为中心的PD促进和建立在线社区的方法。