Research on teacher learning has suffered from a number of chronic methodological difficulties. Despite repeated calls for improved scholarship and more empirically grounded policy recommendations, the field been constrained by what scholars have been able to measure: characteristics of the learning opportunities themselves; teacher attitudes and beliefs which result from those opportunities; and, to some extent, teacher practices which emerge after such encounters. Typically left unmeasured, however, is a component which mediates each of these and is itself a significant target of many interventions, namely, teachers' content knowledge. The project proposed here would aim to help redress this problem in the area of K-8 mathematics, building on previous work to continue developing measures of teachers' mathematical knowledge for teaching. These measures will then be made available to MSP mathematics projects in hopes of improving the evaluation of those with programs for teacher learning and preparation.
The Principal Investigator of Learning Mathematics for Teaching is Heather Hill.
More information can be
found on a separate web site created by this project: http:// sitemaker.umich.edu/ lmt/ home.
This site was created to enhance communication and collaboration
between partners within the LMT
project as well as to inform the public of the efforts of the Math
and Science Partnership Program. While selected documents in the
library and resources sections have been made available
to the public, only logged in members of the
Learning Mathematics for Teaching project can post comments,
participate or read posts in the Working Groups, or see the interactive
Calendar.
