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Advancing Mathematics Teaching and Learning Through Targeted Professional Learning and Digital Supports
Sat, April 11, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), Westin Bonaventure, Floor: Lobby Level, Beaudry BSession Type: Paper Session
Abstract
This session examines how professional learning and resources can enhance mathematics teaching and student learning across diverse contexts. The papers highlight innovations ranging from supplemental curricula to online platforms, digital representations, and mathematical writing. The studies underscore the importance of aligning teacher learning opportunities with both content and pedagogy, offering insights into how varied professional development models can support scalable, sustainable improvements in mathematics education.
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Papers
Meeting Teachers Where They Are: A Mixed-Methods RCT of Early Childhood Mathematics Professional Development - Douglas H. Clements, University of Denver; Julie Sarama, University of Denver; Douglas Ready, Teachers College, Columbia University; Samantha Parang, Teachers College, Columbia University; Rebecca Shmoys, Teachers College, Columbia University; Crystal A Day-Hess, University of Denver; Christina D. Mulcahy, University of Denver; Kayleigh Hoagland, Teachers College, Columbia University
Rural Impact: An Online Math Platform Augmented with Virtual Professional Learning - Mingyu Feng, WestEd; Linlin Li, WestEd; Megan Schneider, WestEd
Teachers Exploring Proportional Reasoning through Digital Representations: Reasoning with Invariance vs. Showing the Answer - Gal Gili Nagar, University of Massachusetts - Dartmouth; Chandra H. Orrill, Rethink Learning Labs; Rachael Eriksen Brown, Pennsylvania State University - Abington; Kun Wang, Rethink Learning Labs
Using Students’ Mathematical Writing as a tool for Teacher Professional Development - Amanda Reinsburrow, Drexel University; Valerie Klein, Drexel University; Wesley Shumar, Drexel University