This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive…

National standards and frameworks for mathematics, computer science, and technology emphasize the importance of teaching all children computational thinking (CT) skills. These skills are important for preparing citizens that are literate in science, technology, engineering, and mathematics and for participation in a society that is rapidly…

Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups--hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how…

This paper describes a 54-hour summer institute for grades 6-12 mathematics and science teachers (N = 19) with a comprehensive approach to preparing teachers to use computational thinking (CT) in their classrooms, including training in Python computer programming with Lego® Mindstorms® robotics, mathematics content sessions, and opportunities to…

This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…

This study examines the impact of Learning and Teaching Linear Functions (LTLF) professional development materials on teachers' mathematics understanding and teaching practices, as well as students' resulting algebra proficiency, learning, and achievement. Learning and Teaching Linear Functions are modular, video-based professional development…

Each year at Bath University the Open University's Centre for Mathematics Education runs a one-week summer school for Key Stage 3 teachers as well as those aspiring to become teachers. For many of the participants, the course is a case of dipping their toe in the water towards a longer-term goal of taking an Advanced Diploma (or perhaps a masters)…

This study is a qualitative analysis of data collected during a yearlong series of teacher learning community meetings and classroom observations. The participants are middle and high school mathematics teachers from 2 school districts. Teachers were introduced to the research behind formative assessment and how to apply that research to their…

This article describes a multifaceted program that improves the mathematics instruction in a school district's 10 lowest-performing schools. This program includes seven support components--including monetary incentives for teachers, professional development, education technology, and reduced class sizes. After three years, results show that the…

In an effort to increase faculty use and knowledge of computers, Oakland Community College (OCC), in Michigan, developed a Summer Technology Institute (STI), and a Computer Technology Grants (CTG) project beginning in 1989. The STI involved 3-day forums during summers 1989, 1990, and 1991 to expose faculty to hardware and software applications.…