Previous Results

Results from MATHNext indicate that teachers who were involved in the project for at least 30 hours
during January-June 2009:

1) significantly increased their content knowledge for teaching in critical areas of mathematics
(e.g. geometry), as measured by Learning Mathematics for Teaching, a nationally validated assessment (University of Michigan),
2) incorporated more student-centered approaches in their mathematics instruction,
3) actively provided opportunities for students to solve mathematics problems with high levels of cognitive demand, and
4) had students whose engagement and persistence increased (measured by a field-tested instrument) when they solved math problems with a high level of cognitive demand.

MATHNext helps teachers understand how more complex problems, given to students in classrooms where instructional practice was designed to support cognitive demand and emotional risk-taking, results in deeper levels of learning and increased engagement and persistence in learning math. MATHNext develops high-impact communities of practice.

To find out what previous participants thought of MATHNext, click here to view testimonials.