Using Learning Trajectories to Structure Professional Development

• In Event: 63.047 - District-Wide Studies of Teacher Development in Educational Reform

Abstract

As a result of the widespread adoption of the Common Core State Standards, there has been an increased demand for professional development in mathematics. However, exactly how these professional development opportunities should be structured remains an open question. The purpose of this paper is to report on a study of the NSF-funded Project-SET (www.project-set.com) professional development program. Project-SET provided professional development to enhance teachers’ ability to foster students’ knowledge of statistics. The project used learning trajectories to structure the content of the professional development. As outlined in this paper, the learning trajectory structure allowed the participating teachers to develop several aspects of Statistics Knowledge for Teaching (Groth, 2013).

Authors

• Anna Emilia Bargagliotti, Loyola Marymount University

• Celia Rousseau Anderson, The University of Memphis