1. Sarah Sword
  2. Senior Research Scientist
  4. Education Development Center (EDC)
  1. Eden Badertscher
  2. http://ltd.edc.org/people/eden-badertscher
  3. Senior Research Scientist
  5. Education Development Center (EDC)
  1. Al Cuoco
  2. Distinguished Scholar
  4. Education Development Center (EDC)
  1. Miriam Gates
  2. http://ltd.edc.org/people/miriam-gates
  3. Researcher
  5. Education Development Center (EDC)
  1. Ryota Matsuura
  2. Associate Professor of Mathematics
  4. St. Olaf College
  1. Glenn Stevens
  2. http://math.bu.edu/people/ghs/index.html
  3. Professor of Mathematics
  5. Boston University

Assessing Secondary Teachers' Algebraic Habits of Mind and Designing for Equi...

NSF Awards: 1222496, 1222426, 1222340, 1321216

2019 (see original presentation & discussion)

Grades 6-8, Grades 9-12

This video draws on the work of two NSF projects: Assessing Secondary Teachers’ Algebraic Habits of Mind (ASTAHM), a collaborative DRK-12 between Boston University, Education Development Center, and St. Olaf College, and Designing for Equity by Thinking in and About Mathematics (DEbT-M), an MSP led by Education Development Center, with partners including Pittsburgh Public Schools, Iowa State University, and Duquesne University. In doing professional development for teachers over the course of multiple summers (focused on content and equity), DEbT-M found that teachers’ mathematical habits of mind changed as they participated in the program. They also found that this change was associated with independent measures of teacher practice and students’ experience. In particular, higher levels of change in teachers’ mathematical habits of mind were associated with better outcomes in teachers’ practice as measured by the Instructional Quality Assessment (Boston, 2015; the protocol was used by the external evaluators of the DEbT-M project) and also with significantly better outcomes on the TRIPOD (https://tripoded.com), a student survey independently administered by the school district. In particular, students who had teachers with bigger changes in habits of mind reported feeling more cared for by those teachers. These were a surprising outcome that relates changes in a particular kind of mathematical knowledge (habits of mind), teacher practices, and outcomes for students, pointing directions for further research in the elusive domain of understanding relationships between secondary teacher knowledge, teacher practice, and outcomes for students.

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