This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.
About Me (Bio):
I have taught high school and undergraduate mathematics and secondary mathematics methods, been trained as a mathematics teacher educator and engaged in research in several areas directly related to the preparation and professional development of teachers. At the core of my research interests is the desire to understand how to best prepare and support mathematics teachers along their professional continuum. This is important because research has shown that teachers who participate in ongoing professional development are better situated to improve student learning and performance. But as a field we need to more fully develop and understand the aspects of professional development and undergraduate education that help teachers make generative changes in their practice.