This presentation explores technology training in relation to two DR K-12 projects with a focus on increasing the mathematical and pedagogical content knowledge of teachers.
How can professional development that is focused on technology move beyond the nuts and bolts of the particular tool to a deeper look into the mathematical and pedagogical opportunities afforded by the technology? This presentation explores technology training in relation to two DR K–12 projects with a focus on increasing the mathematical and pedagogical content knowledge of teachers.
Four DR K-12 projects report findings on the relationship between school and district supports and mathematics teachers’ development of ambitious and equitable instructional practices.
How can curriculum, professional development, and school and district organizational arrangements, social relations, and material resources be coordinated to support mathematics teachers' development of ambitious and equitable instructional practices?
