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Improving Mathematics Teacher Practice and Student Learning through Professional Development

Project Partners. Project 2061, American Association for the Advancement of ScienceTexas A

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Improving Mathematics Teacher Practice and Student Learning through Professional Development

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    1. Improving Mathematics Teacher Practice and Student Learning through Professional Development George Nelson, AAAS, PI Gerald Kulm, Texas A&M, Co-PI Jon Manon, Univ. of Delaware, Co-PI Funded by the National Science Foundation

    2. Project Partners Project 2061, American Association for the Advancement of Science Texas A&M University University of Delaware Lesson Lab, UCLA

    3. Texas A&M University Middle School Math Project Dr. Gerald Kulm Project Director

    4. Texas School and Teacher Partners Bryan ISD ( Math Thematics, 11 Teachers) Stephen F. Austin Middle School Sam Rayburn Middle School Jane Long Middle School College Station ISD Connected Math (6 Teachers) Oakwood Intermediate School Consolidated Middle School Glencoe Math (1 Teacher) College Station Middle School

    5. Teacher Opportunities Earn pay for workshops and professional development Graduate credit Attend and present at professional meetings Prepare and publish articles Work with nationally recognized scholars

    6. School and Teacher Commitments Remain with project 5 years Summer professional development School-year inservice workshops Classroom observations and videos Student assessments Teacher and student interviews

    7. TEKS Focus Learning Goals: Number and Algebra Number: The student represents and uses rational numbers in a variety of equivalent forms. (grades 6 and 7) The student understands that different forms of numbers are appropriate for different situations. (grade 8) Algebra The student uses letters to represent an unknown in an equation. (grade 6) The student uses equations to solve problems. (grade 7) The student makes connections among various representations of a numerical relationship. (grade 8)

    8. TEKS Focus Learning Goals: Geometry The student uses geometric vocabulary to describe angles, polygons, and circles. (grade 6) The student compares and classifies shapes and solids using geometric vocabulary and properties. (grade 7) The student uses transformational geometry to develop spatial sense. (grade 8)

    9. TEKS Focus Learning Goals: Data Analysis and Probability The student uses statistical representations to analyze data. (grade 6) The student understands that the way a set of data is displayed influences its interpretation. (grade 7) The student uses statistical procedures to describe data. (grade 8)

    10. Criteria for Lesson Analysis: Beginning the topic Conveying Lesson Purpose. Does the teacher convey the purpose of the activity or lesson and its relationship to others? Specifying Prerequisite Knowledge. Does the teacher specify and address prerequisite knowledge/skills that are necessary to the learning of the topic? Identifying Student Ideas. Does the teacher find out what students think or know before the mathematical ideas are introduced? Addressing Misconceptions. Does the teacher explicitly address common student misconceptions about the topic?

    11. Criteria for Lesson Analysis: Developing the topic Representing Ideas Effectively. Does the lesson include accurate and comprehensible representations of mathematical concepts, procedures, and relationships? Demonstrating/Modeling Procedures. Does the teacher demonstrate and/or model skills or the use of knowledge? Providing Practice. Does the teacher provide tasks or questions for students to practice skills or use knowledge in a variety of situations?

    12. Criteria for Lesson Analysis: Enhancing student understanding Encouraging Students to Explain Their Reasoning. Does the teacher ask students to express, clarify, justify, and represent ideas and get feedback from peers and the teacher? Guiding Interpretation and Reasoning. Does the lesson include tasks and/or question sequences that guide student interpretation and reasoning? Encouraging Students to Think about What They’ve Learned. Does the teacher suggest ways to have students check their own progress? Using Embedded Assessment. Does the teacher use embedded assessments to choose or modify activities?

    13. Project Timeline: 2001-2002

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