At the heart of the National Council of Teachers of Mathematics' (NCTM) Principles to Actions: Ensuring Mathematical Success for All (2014) is the development of professional practices such as eliciting and using evidence of student thinking, supporting productive struggle in learning mathematics, and posing purposeful questions. In this article, we share our emerging work in online professional development for teachers, which provides potentially cost-effective ways of scaling high-quality, effective professional development for mathematics teachers by employing the collaborative features of the Internet to mediate professional conversations and interactions. Specifically, we detail the characteristics of our model for online professional development and present cases to illustrate its potential impact on teachers' ability to analyze student work and provide productive feedback.
Tim Fukawa-Connelly, College of Education, Temple University, 1301 Cecil B. Moore, Philadelphia, PA 19122; Tim.email@example.com
Valerie Klein, Drexel University School of Education, 3141 Chestnut Street, Philadelphia, PA 19104; firstname.lastname@example.org
Jason Silverman, Drexel University School of Education, 3141 Chestnut Street, Philadelphia, PA, 19104; email@example.com