Professional Development Guides: Browse All
Reflect on current practice and how algebraic
ideas can be represented in multiple ways.
Explore how the multiple representations and be used for vertical
connections across grade bands, and connections with different content areas.
Through solving and analyzing various
proportionality problems teachers develop better understanding of the
challenges and additional skills for connecting proportionality with other mathematical
Identifying and creating opportunities for students to engage in algebraic thinking. . Teachers learn strategies for mining daily activities for opportunities to generalize and extend what students already know.
Changing teachers’ verbal reactions to students after they expressing their thinking allow additional student responses to emerge. The consequences of these changes, including changes in classroom discourse, in student models, as well as teachers’ own vulnerabilities are explored.
Striking a balance between broad questions encouraging questions. Questioning strategies that encourage and reveal student thinking and discourse are developed with teachers.
Verbal interaction between teachers and students is studied. Strategies for identifying and addressing inequitable aspects of one’s own teaching practice are developed with teachers.
Teachers examine their own understandings of the metric system and reflect on its use in the United States. Classroom activities built around the strengths of the system are developed.
Necessary and sufficient definitions of geometric figures as it applies to squares and rectangles opens up a conversation about students building the quadrilateral “family tree.” Communication and reasoning skills emerge out of geometry definitions.