Park City Mathematics Institute
Teacher Professional Continuum
Project Abstract

The Teachers Professional Continuum has been engaged in creating support materials to use the problem sets from the 8:30-11:00 morning class for professional development. The intent is to provide sufficient information about the philosophy of the approach, an overview of the mathematics and a guide for implementation to allow districts, schools and other groups of interested teachers to achieve maximum gain in expanding, deepening and strengthening teachers' mathematical knowledge.

The materials will begin with an introductory chapter which outlines the EDC philosophy and presents the rationale for working through the problem sets in a collaborative manner. EDC will prepare a chapter which offers a deeper explanation of the mathematics encountered in the problem sets. The 2007 TPC team was split into two subgroups. On group worked to capture the work being done during the morning "Developing Mathematics: Probability Through Algebra." The other group worked to recreate an understanding of what would be need to facilitate the use of the 2004 materials, "Developing Mathematical Thinking: Stories That Count." All the facilitators' materials being written, are being formatted to one double-page layout per session.

Back to Teacher Professional Continuum Index

_____________________________________
PCMI@MathForum Home || IAS/PCMI Home
_____________________________________

© 2001 - 2013 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the School of Mathematics
at the Institute for Advanced Study, Einstein Drive, Princeton, NJ 08540

Send questions or comments to: Suzanne Alejandre and Jim King

With program support provided by Math for America

This material is based upon work supported by the National Science Foundation under Grant No. 0314808.
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.