Mathematics Professional Development Workshop for Middle School Teachers: Concept Versus Memorization
This article includes professional development topics for middle school mathematics and science teachers from two week-long Urban Teacher Institutes. These Institutes were held at J. Sargeant Reynolds Community College (JSRCC) and its partner institution, Virginia Commonwealth University (VCU), during the summers of 2007 and 2008, and were supported by a grant obtained by Dr. Harriet Morrison (JSRCC). Co-author Dr. Dewey Taylor directed the 2007 workshop, and both authors served as faculty leaders in both workshops. The workshops focused on teaching in an urban environment and "community mapping" (understanding the details of a certain locale to make the teacher more knowledgeable about the environments of both the students and the schools). The community mapping aspect of the workshops was led by Dr. Shirley Key of the University of Memphis. They featured content teaching and applications led by VCU faculty in mathematics, physics, forensics, engineering, mathematics education, and science education. This article focuses on the mathematics professional development strand in the workshop which featured conceptual learning with graphing calculator support as an alternative to the memorization of formulas.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Taylor, D. and Farley, R. W.
"Mathematics Professional Development Workshop for Middle School Teachers: Concept Versus Memorization,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 12:
1, Article 15.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol12/iss1/15
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