2018 Conference Archive (Archived)
Lesson learned from PD on Problem-Solving and Sense-Making
Session Format
Conference Session (20 minutes)
Target Audience
Research
Copyright
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Abstract for the conference program
This presentation describes findings from a study of an integrated, interdisciplinary, and multi-faceted professional development program designed to support secondary mathematics teachers in integrating problem-solving and sense-making practices into their classrooms. We will discuss several elements of the PD, including computer science problem-solving sessions, mathematical literacy sessions, and a reflective video case study club, that supported teachers’ in increasing mathematical content knowledge and integrating interdisciplinary STEM instruction. Drawing on findings from a mixed methods analysis of survey results, teacher content knowledge tests, video-taped PD interactions, and classroom observations, we will offer implications for designing professional development programs to engage teachers in thinking critically about integrating interdisciplinary problem-solving and sense-making activities into content instruction.
Proposal Track
R1: Projects in Process
Start Date
3-23-2018 4:00 PM
Recommended Citation
Albert, Jennifer; Jocius, Robin; Robinson, Richard; and Joshi, Deepti, "Lesson learned from PD on Problem-Solving and Sense-Making" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 17.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/17
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Lesson learned from PD on Problem-Solving and Sense-Making
This presentation describes findings from a study of an integrated, interdisciplinary, and multi-faceted professional development program designed to support secondary mathematics teachers in integrating problem-solving and sense-making practices into their classrooms. We will discuss several elements of the PD, including computer science problem-solving sessions, mathematical literacy sessions, and a reflective video case study club, that supported teachers’ in increasing mathematical content knowledge and integrating interdisciplinary STEM instruction. Drawing on findings from a mixed methods analysis of survey results, teacher content knowledge tests, video-taped PD interactions, and classroom observations, we will offer implications for designing professional development programs to engage teachers in thinking critically about integrating interdisciplinary problem-solving and sense-making activities into content instruction.
