Professional Development

Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research collaborations for professional development efforts on social justice issues in mathematics education.

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of n_t1 = 2,369 and n_t2 = 2,170 chemistry teachers via multilevel latent class analysis.

Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in sensemaking and enhancing agency levels. This study analyzed 28 whole-class discussions led by seven science teachers, identifying three phases: problematization, coherence negotiation, and new understanding enactment.

Our research study examines the community-based partnership PD model and its impact on school teachers’ self-efficacy and their success in engaging students in the NGSS science practices through citizen science projects.

Teachers can play critical roles in challenging or reinscribing dominant narratives about what counts as STEM, who is seen within STEM disciplines, and how these disciplines should be taught. However, teachers have often experienced STEM in limited ways in their own education and are thereby provided with few resources for re-imagining these disciplines.

Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—reflecting dominant values of sorting and ranking students based on perceived academic abilities—and the discourse of individual blame—reflecting dominant framings of educational problems as solely the responsibility of individual students or families.

Schoolyard SITES Curriculum Workbook includes a narrative description of the SITES professional development program and the Project Planning Guide.

Repository of project simulation tasks and data.

In this report, we present a novel solution to the problem of multiple-criterion-focused selection of research and PD participants when the number of applicants to participate outnumbers the availability of resources.

In this study, we examine the results of high school teacher implementation of the VisChem Approach in four classrooms following an intensive professional development program.