Designing Professional Development in Mathematics to Support Teacher Learning

• In Event: Roundtable Session 1
  In Roundtable Session: Designing and Implementing STEM-Focused Professional Development

Abstract

This paper documents how a Design Research (Cobb, Confrey, et al., 2003) approach to professional development supported teachers to improve their mathematical content and pedagogical knowledge. This approach proved to be a viable method for designing effective professional development. The data presented is from a 3 year Math Science Partnership Project. This session provides a framework for using a design research approach for professional development. Furthermore, lessons learned from this approach are also shared.

Authors

• Teruni D. Lamberg, University of Nevada - Reno

• Diana L. Moss, University of Nevada - Reno