This project seeks to map a trajectory for the evolution of elementary school mathematics teachers engaged in sustained professional development. The goal of the project is to identify and understand the evolution of elementary school mathematics teachers' changing perspectives and needs as they participate in professional development. Drawing from a pool of more than 500 teachers, the sample includes 120 elementary school mathematics teachers engaged in sustained professional development for different lengths of time.
This project is using data from interviews with 160 K-12 students and 20 adults to describe common understandings and progressions of development for negative number concepts and operations. The project is motivated by the widely acknowledged finding that students have difficulty mastering key concepts and skills involved in work with integers.