Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
Thinking with Data (TWD) is an Instructional Materials Design (IMD) project which developed and tested a cross-curricular unit designed to cultivate middle school students’ deep understanding of data literacy. The TWD unit consists of four, 2-week replacement modules for interdisciplinary implementation in 7th grade Social Studies, Mathematics, Science, and English Language Arts. The modules address issues of data representation, proportional reasoning, and data-based argumentation using real data in discipline-specific, problem-solving contexts aligned with relevant subject area standards.
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.
Poster presented at the DRK-12 Principal Investigators Meeting in Washington, DC.
Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. At TEDxNYED, Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.
This session considers teachers’ transitions from teacher-centered mathematics to student-centered mathematics, including issues of meaning, coherence, and learnability, as well as the importance of working with colleagues.
Many assume that better-quality teachers will lead to improvements in the quality of teaching and,thus, student outcomes. Over the past decade, a program has been developed of research around measuring key components of mathematical teacher quality and the mathematical quality of teaching. This session describes the efforts to develop these measures.
