Understanding and Improving Professional Development for College Mathematics Instructors: An Exploratory Study

Michigan State University, East Lansing MI

Investigators

Abstract

This project proposes an exploratory study with the long-term goal of using findings from K-12 research through the Cognitively Guided Instruction materials in the design, implementation, and exploratory research of professional development (PD) for college mathematics instructors. Specifically, the SGER project will: (1) design and implement a semester-long course for mathematics graduate student TAs; (2) develop, pilot, and refine PD activities for use as data collection instruments to document TAs' knowledge of student understanding of significant mathematical ideas; (3) develop, pilot, and refine data collection and analysis methods for documenting TA teaching practices; and (4) develop, pilot, and refine methods for examining the nature of students' learning opportunities in TAs' classes and changes in those learning opportunities resulting from the PD.