Who we are

Our goal is to map a trajectory for the evolution of elementary school teachers engaged in sustained professional development. In Study 1, we will use a cross-sectional design to explore the knowledge, beliefs, and practices of three groups of teachers engaged in sustained professional development for different amounts of time. To provide an anchor for the trajectory, we will also investigate prospective teachers. Participants teach in a large ethnically and linguistically diverse urban community. Children’s mathematical thinking and classroom artifacts play prominent roles in our measures, analytic lens, and professional development contexts. In Study 2, we will collaborate with facilitators from multiple national projects and track how our findings can inform their work with prospective and practicing teachers. This 5-year study is feasible only because of past research and professional development work by our cross-departmental research team, housed at San Diego State University’s Center for Research in Mathematics and Science Education.

STEP Project description on CRMSE website.

This material is based upon work supported by the National Science Foundation under Grant #0455785. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.