High

Project overview poster presented at 2010 DrK-12 PI meeting.

The Chemistry Education Research (CER) Doctoral Scholars Program trains a diverse group of graduate students how to develop assessments of secondary and tertiary students’ understandings of core concepts in chemistry. 

This interactive session examines the different data sources for evidence of PCK in biology
teachers involved in professional development experiences linked to educative curriculum
materials.

 In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy. The authors’ goal is not to report on the effects of a mathematics teacher professional development program per se, but rather to open the conversation, between teacher and teacher educator, to a broader audience.

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.