Algebra Connecting Concepts: A Professional Development to Facilitate Equity Using Integrated STEM Problem-Based Learning

• In Event: AERA Roundtable Session 7
  In Roundtable Session: How Teachers Learn to Enact Equitable and Socially Just STEM Instruction

Abstract

The “Algebra: Connecting Concepts” project was a content-intensive professional development program for 18 teachers in grades 7–10. It provided long-term, sustained, interactive professional learning opportunities to strengthen teacher content knowledge in Algebra to improve student achievement. Even though the increase in cumulative teacher content knowledge between pre-and post-assessments did not reach statistical significance, significant improvement was found in Knowledge Type III (reasoning/problem solving) and teachers’ readiness to teach Algebra. This presentation will discuss the intervention, results, and findings from the evaluation, classroom observations, and learning reflections. The strategies from this study may benefit teacher training programs in preparing future-ready Mathematics teachers and in nurturing instructional leaders to utilize active, problem-based learning methods for teaching Algebra and for facilitating equity.

Authors

• Haihong Helen Hu, University of Arkansas for Medical Sciences

• Umadevi Garimella, University of Central Arkansas

• Donna Wake, University of Central Arkansas