Virtual Technology-Enhanced Attainable Mathematics (V-TEAM): An Integrated Mathematics Lesson Study Project

• In Event: Poster Session 13
  In Poster Session: Investigations of Teacher Education Program Design and Innovations

Abstract

This study explored the development and use of an integrated professional development design that drew on components of four successful professional development models: 1) mathematics lesson study, 2) video clubs, 3) mathematical knowledge for teaching, and 4) innovative technology integration through Alice educational game programming software. A team of five teacher educator/researchers developed, implemented and studied the model in a rural county in Southern Appalachia. We found that teachers need to have strong mathematical teaching knowledge in order to effectively benefit from technology, such as classroom video, in professional development. Further, we found that programming and gaming development promoted teacher reflection on their content knowledge and spurred teachers to ask meaningful content-related questions.

Authors

• Pamela L. Whitehouse, Midwestern State University

• Ugur Kale, West Virginia University

• Sarah Selmer, West Virginia University

• Johnna Bolyard, West Virginia University

• Malayna Bernstein, West Virginia University