Equipping and Empowering Eighth-Grade Mathematics Teachers to Create Dynamic Learning Activities Promoting Conceptual Understanding

• In Event: Professional Learning Experiences for Mathematics Teaching

Abstract

This paper discusses the outcomes and implications of an innovative approach to professional development that supported 8th grade mathematics teachers in designing learning activities that help students develop a conceptual understanding of mathematics. Using the Responsive Teaching Cycle (RTC) to guide their design process, teams of teachers worked with coaches in creating dynamic and interactive learning activities that helped students make sense of mathematics rather than simply practice procedures. As a result, participating teachers’ developed their capacity to address the learning needs of their students.

Authors

• Ivan Cheng, California State University - Northridge

• Andrew T Ainsworth, California State University - Northridge

• Scott A Appelrouth, California State University - Northridge

• Jimmy Xie, California State University - Northridge

• Jan Wood, California State University - Northridge