Designing and Implementing Professional Development Summary
Sunday, June 24, 2006
Report from Designing and Implementing Professional Development
How do teacher beliefs about math as a tool - part of the world, invented, something one does - affect what teachers do in their classrooms?
Distinguish among math knowledge - for teaching for doing math.
Math knowledge covers knowing definitions and conventions, algorithms
Mathematics knowledge for teaching includes knowing which concepts are easy or difficult.
Important to provide experience thinking and struggling as what a mathematican does
Math is a way of thinking about the world - may explain why everyone needs math but not necessarily calculus
Different cultures have different interpretations of discourse and what this means; need to recognize this in our work as teachers.
Habits of mind Ð way to look at world (Al Cuoco)
EDC project Focus on Math has some common principles:
Some things to remember:
Maybe deal with a thread rather than a whole
PCMI@MathForum Home || IAS/PCMI Home
With program support provided by Math for America
This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. 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.