Three seventh graders, working as a small group in their math class, had a conversation about adding and subtracting integers. The students discussed the challenges they faced in the assigned task.
Daniel J. Heck, Jill V. Hamm, Jessica A. Dula, Pippa Hoover and Abigail S. Hoffman
Daniel J. Heck, Eric R. Banilower, Iris R. Weiss and Sharyn L. Rosenberg
Enacting the vision of NCTM's Principles and Standards for School Mathematics depends on effective teacher professional development. This 7-year study of 48 projects in the National Science Foundation's Local Systemic Change Through Teacher Enhancement Initiative investigates the relationship between professional development and teachers' attitudes, preparedness, and classroom practices in mathematics. These programs included many features considered to characterize effective professional development: content focus, extensive and sustained duration, and connection to practice and to influences on teachers' practice. Results provide evidence of positive impact on teacher-reported attitudes toward, preparedness for, and practice of Standards-based teaching, despite the fact that many teachers did not participate in professional development to the extent intended. Teachers' perception of their principals' support for Standards-based mathematics instruction was also positively related to these outcomes.
Chris Rasmussen, Daniel J. Heck, James E. Tarr, Eric Knuth, Dorothy Y. White, Diana V. Lambdin, Patricia C. Baltzley, Judith Reed Quander and David Barnes
Daniel J. Heck, James E. Tarr, Karen F. Hollebrands, Erica N. Walker, Robert Q. Berry III, Patricia C. Baltzley, Chris L. Rasmussen and Karen D. King
The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field [emphasis added], and focused on increasing student learning” (NCTM, n.d.).