Deep Experience of Mathematics: Impact on Teachers
All four of our MSPs believe our programs are having an important impact on teachers---their attitudes and beliefs about mathematics, their attitudes and beliefs about themselves, and their attitudes and beliefs about their students.
At the same time, we agree that we have much to learn from one another, from other MSPs, and from other initiatives around the country. We hope this session will support a collective effort to develop a program of research leading to a systematic and credible approach to understanding and refining the impact of deep experience of mathematics on teachers.
References:
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Cuoco, A; Goldenberg, E. P., and J. Mark. (1997). "Habits of Mind: an organizing principle for mathematics curriculum." Journal of Mathematical Behavior, 15(4), 375-402.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8:1.
Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics, 2nd Edition. Thousand Oaks, CA: Corwin Press, Inc.
Rivkin, S.G., Hanushek, E.A., & Kain, J.F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
Simon, M.A., Schifter, D. (1991). Towards a constructivist perspective: an intervention study of mathematics teacher development. Educational Studies in Mathematics. 22(4), 309-331.
Wu, H. H. (1999). On the education of mathematics majors. Contemporary Issues in Mathematics Education, 36, MSRI.
