Learning Mathematics for Teaching (LMT)
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.
Latest Highlight
President Bush Announces 2005 and 2006 Laureates of National Medals of Science and Technology
Excerpt from press release: "President George W. Bush announced the recipients of the nation's highest honor for science and technology, naming the recipients of the 2006 National Medals of Science...
A Coding Rubric for Measuring the Quality of Mathematics in Instruction
"What mathematical knowledge do teachers need to successfully work with students, and how do we know when they have it? ...Teachers' performance on pencil-and-paper assessments (or oral interview tasks)...
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Resources
Quality of Mathematics in Instruction Instrument: Video Coding Tool
Our video coding tool, the Quality of Mathematics in Instruction instrument, was developed to allow observers to evaluate the quality of the mathematics in instruction. It is intended to capture...
