Providing professional support to teachers who are implementing a middle school mathematics digital unit.

George J. Roy, Charles Vanover, Vivian Fueyo, Phillip Vahey

Research output: Contribution to journalArticlepeer-review

Abstract

Middle school teachers' use of digital curricula incorporating dynamic technology has been found to support student learning of complex algebraic concepts. This article reports on pilot research involving collaboration among faculty from a public university's college of education, educational researchers from a nonprofit research organization, and school district leadership from a large, urban school district. The purpose of this paper is to document a series of inquiry-based professional development sessions provided to middle school teachers on the implementation of a digitally based mathematics replacement unit emphasizing algebraic concepts. The professional development experiences allowed the participating teachers to implement the digital unit successfully using a variety of instructional approaches.

Original languageAmerican English
JournalDefault journal
StatePublished - Jan 1 2012

Disciplines

  • Education

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