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. |
