National efforts have been made to encourage technology integration in teacher preparation with expectations for frequent and successful applications with K-12 learners. While online learning has become pervasive in many fields in education, it has been somewhat slow to catch on in K-12 settings. The "Handbook of Research on Emerging…

The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…

Describes a mathematics teacher's experience and change from a traditional behaviorist dispenser of knowledge to a constructivist facilitator of meaning during professional development. Compares the stages of teacher development metaphorically to the stages of a butterfly. Contains 11 references. (ASK)

This document presents a South Carolina statewide consensus of what children are expected to know and be able to do in mathematics and the changes necessary in the education system to support what teachers and students do every day in the classroom. Chapter titles are: (1) "A Vision for Change"; (2) "Learning and Teaching…

This book was written as a resource for middle and high school teachers hoping to ease their students' transition to algebra. Drawing on experiences with three professional development programs, key "habits of thinking" that characterize the successful learning and use of algebra are outlined. Strategies teachers can use to cultivate…

Illuminates some concerns of teachers about the National Council of Teachers of Mathematics (NCTM) Curriculum Standards. Demonstrates changes in attitudes of teachers who have sufficient time to assimilate and accommodate the NCTM reforms. (MKR)

Presents remarks adapted from the Presidential Address at the 72nd Annual Meeting of the National Council of Teachers of Mathematics (NCTM) in Indianapolis, April 1994. Discusses three goals of NCTM: to foster excellence, to promote professional excellence, and to strengthen NCTM's leadership. Also discusses NCTM publications and future…

Illustrates how engagement in worthwhile mathematical tasks can provide rich opportunities for professional development. Presents different solution strategies for the effective tax rate problem. Emphasizes that, to help students recognize differences among the preceding arguments, teachers need to recognize reasoning based on part-whole…

Discusses Project MATH: Good Beginnings, a staff development project for teachers in grades K-3. The staff of the program models teaching strategies used in a problem-driven curriculum that encourages student engagement. (MKR)

Describes a staff development project, created by and for teachers, that consolidates awareness, realistic planning, implementation, sharing, and frequent assessment activities to answer the calls for educational reform to both improve and change classroom instruction. Includes staff development questionnaire. (MKR)

Identifies and describes some of the mathematics curriculum issues associated with graphing calculators such as equity, role of calculators, content and sequencing, textbook design, learning to use a calculator, worksheets, student decision-making, calculator dependence, assessment, electronic algorithms, multiplying choices, calculator…

This essay discusses inservice professional development and suggests that any improvement in mathematics education must begin with teachers already in the classroom. It includes three examples of mathematical presentations in professional development made in Californian schools relating to discrete mathematics, connections, and technology. (MM)

Discusses research on the tensions in becoming a better mathematics teacher, including perspectives on the nature of mathematics, conceptual and procedural knowledge, and managing competing responsibilities. Implications for teachers and teacher preparation include revision of undergraduate mathematics courses, collaboration among mathematics…

Describes the experiences of a teacher using a mathematics curriculum called Six Through Eight Mathematics (STEM). Discusses how experiencing this curriculum helped shape views of mathematics and teacher role. (ASK)

Describes a professional development activity that offers a way for teachers to analyze their current classroom discourse practices and move toward the goal of dynamic and productive mathematical discourse. (ASK)