Improving Teacher Mathematical Content Knowledge With Integrative and Sustained Engineering Design Support

• In Event: Increasing Teachers’ Pedagogical Content Knowledge and Student Learning Through Professional Development

Abstract

Project TESAL integrates engineering design, mathematical modeling, scientific problem solving, and literacy to allow teachers to engage all of their students in flexible and creative design-based learning. This perspective is challenging to acquire and significant time and scaffolding are required. DTAMS Mathematics tests demonstrated a significant, moderately strong interaction where participating teachers’ mathematics content knowledge increased while comparison teachers’ content knowledge did not. Key components emerging from interviews as impactful include 1) extended time frame and sustained support, 2) conceptual integration with practice, and 3) productive struggle and professional community effected. The significance of this work lies in understanding how key impactful components of this professional development have shaped participating teachers' perspectives while increasing their mathematical content knowledge.

Authors

• Reagan Curtis, West Virginia University

• Darran Cairns, West Virginia University

• Johnna Bolyard, West Virginia University

• Angela Walker, West Virginia Regional Education Service Agency 3