OUR MATERIALS

 

We currently have three professional development modules –

PILOTERS WANTED.

Geometric Measurement and Spatial Reasoning in Elementary Mathematics Teaching

We are recruiting professional development facilitators who are interested in piloting our new module with groups of practicing elementary teachers in university courses, teacher institutes or workshops, school/district professional development, teacher study groups, or other comparable settings.

 

AVAILABLE FOR USE.

Supporting Reasoning and Explanations in Elementary Mathematics Teaching

We are preparing a new version of our second module based on feedback and data from earlier pilots. The revised module will be available for use in Fall 2016.

 

Representing and Comparing Fractions in Elementary Mathematics Teaching

We are preparing a new version of our first module based on feedback and data from earlier pilots. The revised module will be available for use in Fall 2016.


 

Our materials share common features.

Our materials are designed to integrate four core elements of mathematics teaching to help elementary classroom teachers develop knowledge and skills that are useful and usable in the classroom. 

CONTENT.

Mathematics: mathematics geared to the demands of teaching

Student thinking: students' ideas and ways of thinking about mathematics

Teaching practice: instructional skills and strategies for meeting the needs of diverse classrooms and contexts

Learning from practice: approaches to systematically learning from and improving teaching

DESIGN.

Ten 90-minute sessions

Integrated content tied to the work of teaching

Records of elementary classroom practice

Opportunities for teachers to collaborate and study records from their own teaching

Practice-based assessments

Online technologies

USES.

Professional development for practicing elementary teachers

Teachers working with a facilitator in real time, either in-person or remotely

This material is based upon work supported by the National Science Foundation under Grant No. 1118745. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.