TY - JOUR
T1 - A professional development model for middle school teachers of mathematics
AU - Harris, G.
AU - Stevens, T.
AU - Higgins, R.
N1 - Funding Information:
With funding from the National Science Foundation (NSF), we embarked on a project to develop a different professional development model for middle school teachers of mathematics: the West Texas Middle School Math Partnership (WTMSMP). The cornerstone of our model is a collection of three intensive, 2 week summer mathematics courses offered at four institutions of higher education to middle school teachers of mathematics in our region. The purpose of this article is to examine the influence this model had on the participants in its first 2 years of implementation. We now proceed with a description of the first two of these courses.
Funding Information:
The work reported in this article was supported by the National Science Foundation (NSF) Math–Science Partnerships programme under Award No. 0831420. The opinions expressed herein are those of the authors and do not reflect the views of NSF.
PY - 2011/10
Y1 - 2011/10
N2 - Teacher professional development activities in the USA take many forms from half-day workshops that focus on particular topics or classroom techniques to long term course work that offers university level credit. With few exceptions, the primary goal of such activities is to enhance the teachers' classroom effectiveness and improve student achievement. In this article, we describe a professional development model that strives to provide middle school mathematics teachers with a deep understanding of the mathematics they teach, and our attempts to measure its influence on their mathematics content knowledge.
AB - Teacher professional development activities in the USA take many forms from half-day workshops that focus on particular topics or classroom techniques to long term course work that offers university level credit. With few exceptions, the primary goal of such activities is to enhance the teachers' classroom effectiveness and improve student achievement. In this article, we describe a professional development model that strives to provide middle school mathematics teachers with a deep understanding of the mathematics they teach, and our attempts to measure its influence on their mathematics content knowledge.
KW - Algebraic structure
KW - Mathematics knowledge for teaching
KW - Measurement
KW - Professional development
UR - http://www.scopus.com/inward/record.url?scp=80053536915&partnerID=8YFLogxK
U2 - 10.1080/0020739X.2011.611908
DO - 10.1080/0020739X.2011.611908
M3 - Article
AN - SCOPUS:80053536915
VL - 42
SP - 951
EP - 961
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
SN - 0020-739X
IS - 7
ER -