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Improving students' mathematical understandings: An exploration into teacher learning in an urban professional development setting
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IMPROVING STUDENTS’ MATHEMATICAL UNDERSTANDINGS:
AN EXPLORATION INTO TEACHER LEARNING IN AN URBAN
PROFESSIONAL DEVELOPMENT SETTING
Babette M. Benken
Oakland University
## email not listed ##
Nancy Brown
Oakland University
## email not listed ##
This theoretical examination of teacher learning within a professional development experience for elementary mathematics teachers in urban charter schools aims to continue the conversation about supporting teachers in their efforts to teach mathematics in conceptually based ways. Although research has identified components necessary to include within professional development opportunities, how these experiences should be envisioned and their impact on teacher change, and eventually student learning, have not been fully explored (Fishman, Marx, Best, & Tal, 2003). This work extends this underdeveloped area of research in two substantial ways: (1) in our effort we have implemented recommended facets of professional development through the lens of content and pedagogy, and (2) we have situated this work in an underrepresented context (urban, charter school).
This paper theoretically examines teacher learning based on our efforts to create and study a
professional development experience for elementary mathematics teachers in urban charter schools. Although research has identified components necessary to include within professional development opportunities, how these experiences should be envisioned and their impact on teacher change, and eventually student learning, have not been fully explored (Fishman, Marx, Best, & Tal, 2003). Within urban charter schools empirical research related to effectiveness of professional development is glaringly missing, suggesting a rich investigation context. Charter schools are often plagued with uncertified staff, high teacher turnover, and no clear vision of how to achieve high student outcomes (Carver & Neuman, 1999). Our goal is not to enter the debate surrounding the importance of charter schools, but to explore ways to support teachers in efforts to align practice in ways that improve students’ mathematical understandings.
This paper explores the conference theme, building community connections, in two ways: (1)
we examine the interplay between research and practice by connecting our research-based professional development to teachers’ efforts to implement learned practices, and (2) we have designed an interdisciplinary, professional development experience that is based on research related to mathematics, teacher learning, and general pedagogy. In examining these two areas, we aim to create a map that will aid others in developing on-site, long-term teacher education programs.
Theoretical Perspective
Relevant research in the areas of mathematics teaching and learning, and teacher
development and change, provide a framework for our discussion of how to structure professional development experiences for elementary mathematics teachers, particularly those in inner-city settings. It is our belief, and the finding of many studies, that effective professional
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| | Authors: Benken, Babette. and Brown, Nancy. |
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IMPROVING STUDENTS’ MATHEMATICAL UNDERSTANDINGS:
AN EXPLORATION INTO TEACHER LEARNING IN AN URBAN
PROFESSIONAL DEVELOPMENT SETTING
Babette M. Benken
Oakland University
## email not listed ##
Nancy Brown
Oakland University
## email not listed ##
This theoretical examination of teacher learning within a professional development experience
for elementary mathematics teachers in urban charter schools aims to continue the conversation
about supporting teachers in their efforts to teach mathematics in conceptually based ways.
Although research has identified components necessary to include within professional
development opportunities, how these experiences should be envisioned and their impact on
teacher change, and eventually student learning, have not been fully explored (Fishman, Marx,
Best, & Tal, 2003). This work extends this underdeveloped area of research in two substantial
ways: (1) in our effort we have implemented recommended facets of professional development
through the lens of content and pedagogy, and (2) we have situated this work in an
underrepresented context (urban, charter school).
This paper theoretically examines teacher learning based on our efforts to create and study a
professional development experience for elementary mathematics teachers in urban charter
schools. Although research has identified components necessary to include within professional
development opportunities, how these experiences should be envisioned and their impact on
teacher change, and eventually student learning, have not been fully explored (Fishman, Marx,
Best, & Tal, 2003). Within urban charter schools empirical research related to effectiveness of
professional development is glaringly missing, suggesting a rich investigation context. Charter
schools are often plagued with uncertified staff, high teacher turnover, and no clear vision of
how to achieve high student outcomes (Carver & Neuman, 1999). Our goal is not to enter the
debate surrounding the importance of charter schools, but to explore ways to support teachers in
efforts to align practice in ways that improve students’ mathematical understandings.
This paper explores the conference theme, building community connections, in two ways: (1)
we examine the interplay between research and practice by connecting our research-based
professional development to teachers’ efforts to implement learned practices, and (2) we have
designed an interdisciplinary, professional development experience that is based on research
related to mathematics, teacher learning, and general pedagogy. In examining these two areas,
we aim to create a map that will aid others in developing on-site, long-term teacher education
programs.
Theoretical Perspective
Relevant research in the areas of mathematics teaching and learning, and teacher
development and change, provide a framework for our discussion of how to structure
professional development experiences for elementary mathematics teachers, particularly those in
inner-city settings. It is our belief, and the finding of many studies, that effective professional
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