Asynchronous mathematics PD: design and facilitation format effects on teacher learning

In this paper, we share the design and effects on teacher learning of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials. The modules are designed to be used in three facilitation formats: project staff- facilitated, district leader-facilitated, or structured independent. The modules aim to impact teachers’ mathematical knowledge for teaching linear functions and effective mathematics teaching practices (MTPs; NCTM, 2014). Analysis of teacher learning, as related to evidence of the MTPs in teachers’ written reflections, found teachers demonstrated learning of key MTPs, and in particular, there were not significant differences by facilitation format. Results and implications are discussed.This project is supported by the National Science Foundation (NSF), through NSF #1720507

Chapter 3: Children as Our Technology Design Partners+

"That's silly!" "I'm bored!" "I like that!" "Why do I have to do this?" "What is this for?" These are all important responses and questions that come from children. As our design partners in developing new technologies, children can offer bluntly honest views of their world. They have their own likes, dislikes, and needs that are not the same as adults' (Druin, Stewart, Proft, Bederson, & Hollan, 1997). As the development of new technologies for children becomes commonplace in industry and university research labs, children's input into the design and development process is critical. We need to establish new development methodologies that enable us to stop and listen, and learn to collaborate with children of all ages. In the chapter that follows, a discussion of new research methodologies will be presented. (Also cross-referenced as UMIACS-TR-98-20

Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge

In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face vide-based materials. The “Video in the Middle” (VIM) modules are aligned with principles of authentic e-learning and can be combined in a variety of ways to form professional development pathways that meet the unique needs of a wide range of professional learning settings and contexts. VIM modules aim to support teacher noticing of student thinking and increase their mathematical knowledge for teaching. The VIM materials are designed to be used in any of three flexible asynchronous formats: independent, locally facilitated, or developer facilitated. Preliminary research results indicate that teachers appreciated the variety of formats, found the modules useful and engaging, and learned to appreciate and use visual methods for solving problems, including using color to distinguish and highlight the relationship between numeric, algebraic, and geometric models

Designing asynchronous video-based professional development for mathematics teacher educators

International audienceThe Video in the Middle (VIM) project is creating forty two-hour video-based professional development modules that can be combined in a variety of ways to form personalized pathways that meet the unique needs of a wide range of professional learning settings and contexts. The VIM asynchronous modules are designed to be used in three flexible facilitation formats: locally facilitated, expert facilitated, or independent/non-facilitated. VIM modules aim to support teacher noticing of student thinking and increase their mathematical knowledge for teaching linear functions. Preliminary research results indicate that teachers appreciated the variety of facilitation formats, found the online modules useful and engaging, and noticed, compared, and analyzed a variety of visual and numeric methods for solving linear function problems