Using Mathematics Studio Projects to Ground Considerations for Researching the Effectiveness of Adaptive Professional Development

Session Type: Symposium

Abstract

This symposium highlights three research projects and implementation of Mathematics Studio (Studio), an emerging adaptive professional development (PD) model. Research from three Studio projects is a foundation for participant discussion on new means for examining the effectiveness of adaptive PD. We will provide definitions of key constructs, share key features, and illustrate significant findings from each project. This presentation will lead to a discussion of working hypotheses on how the field might begin to examine the effectiveness of adaptive PD that takes up some of Kennedy’s (2016) recommendations for future research. We will engage the audience in thinking about constructs for evaluating adaptive models and what tools are needed (either found or developed) to consider effectiveness.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 01: Teaching, Teacher Education and Professional Development in the Content Areas

Chair

• Rebekah Elliott, Oregon State University

Papers

• Teacher Learning Through Mathematics Studio: Opportunities to Consider Affordances and Constraints of Instructional Decisions - Kristin Lesseig, Washington State University - Vancouver; Jessica Hoppe, Spokane Falls Community College

• Teaching Routines in Mathematics Studio Adaptive Professional Development: Data Routines in Response to Sociopolitical Events - Rebekah Elliott, Oregon State University; Megan E Brunner, AERDF; Elyssa Stoddard, Oregon State University

• Adaptive Equity-Focused Professional Development: Mathematics Language Routines in Mathematics Studio Days - Sarah Ann Roberts, University of California - Santa Barbara; Julie Bianchini, University of California - Santa Barbara

Discussant

• Karen A. Koellner, Arizona State University