<\/p>\n
Project SIGMa is a research-practice partnership studying what it means<\/strong>\n to support mid-career urban mathematics teachers in improving their practice.<\/strong>\n<\/strong><\/p>\n<\/iframe><\/p>\n<p><b><a href=\"https:\/\/www.facebook.com\/scianimation\/\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-363\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/download-300x108.png\" alt=\"Sci Ani science animated research video\" width=\"72\" height=\"26\" srcset=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/download-300x108.png 300w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/download.png 375w\" sizes=\"auto, (max-width: 72px) 100vw, 72px\" \/><\/a><\/b><\/p>\n<p> <\/p>\n<p> <\/p>\n<p><b>The Problem<\/b><\/p>\n<p><span style=\"font-weight: 400\">How do secondary math teachers take up recommendations from documents like the NCTM <\/span><i><span style=\"font-weight: 400\">Standards <\/span><\/i><span style=\"font-weight: 400\">to move toward what has been called \u201cambitious instruction\u201d? Traditionally, committed professionals attend workshops, collaborate with colleagues, read books, and tinker in the privacy of their classrooms. However, when things don\u2019t go as they expect, teachers have few resources to adjust and continue on their path to improvement. <\/span><\/p>\n<p><span style=\"font-weight: 400\">The feedback built into the educational system is often insufficient. Building administrators do not always have the content expertise to push their instruction. S<\/span><span style=\"font-weight: 400\">tandardized tests are often difficult for teachers to decipher–and arrive too late in the year–to be useful.\u00a0<\/span><span style=\"font-weight: 400\">Teachers invested in their own professional growth are searching for data sources that are\u00a0helpful for their students’ success and for their own improvement.<\/span><\/p>\n<p><b>Our study offers three critiques to \u201cbusiness as usual\u201d in math teaching and learning:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Typical professional development does not adequately support teachers\u2019 learning of ambitious mathematics instruction. Teachers need timely and adequate feedback to make sense of their instruction<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Teachers\u2019 own questions should be a point of departure for their learning<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The field knows a lot more about beginning math teachers\u2019 learning but a lot less about experienced teachers<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Using these critiques as a point of departure, our study focuses on mathematics teachers as sensemakers. Through our partnership with Math <\/span><i><span style=\"font-weight: 400\">for <\/span><\/i><span style=\"font-weight: 400\">America Los Angeles, our research team is developing a video-based coaching method that provides teachers with feedback that\u00a0<\/span><\/p>\n<ul>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reflects what happens in the classroom<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Doesn\u2019t require so much translation to improve instruction<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Engages their questions about instruction\u00a0<\/span>by providing teachers with better information, so that teachers can adjust instruction and reach more students.<\/li>\n<\/ul>\n<\/ul>\n<p> <\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-340 size-medium\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/labLogo-300x148.png\" alt=\"labLogo\" width=\"300\" height=\"148\" srcset=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/labLogo-300x148.png 300w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/labLogo.png 314w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-243 alignleft\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/Picture11.png\" alt=\"Picture1\" width=\"82\" height=\"83\" srcset=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/Picture11.png 164w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/Picture11-150x150.png 150w\" sizes=\"auto, (max-width: 82px) 100vw, 82px\" \/><\/p>\n<p><i>This material is based upon work supported by the National Science Foundation under Grant <\/i><b><i>#EHR-1620920<\/i><\/b><b><i>. <\/i><\/b><i>Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.<\/i><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Project SIGMa is a research-practice partnership studying what it means to support mid-career urban mathematics teachers in improving their practice. The Problem How do secondary math teachers take up recommendations from documents like the NCTM Standards to move toward what has been called \u201cambitious instruction\u201d? Traditionally, committed professionals attend workshops, collaborate with colleagues,…<\/p>\n","protected":false},"author":7940,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[7,13,9,10,16,17,12,15,14,11],"class_list":["post-3","page","type-page","status-publish","hentry","tag-math","tag-math-professional-development","tag-math-teaching","tag-professional-development","tag-project-sigma","tag-sigma","tag-stem","tag-stem-education","tag-stem-grants","tag-teacher-learning"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/3","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/users\/7940"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/comments?post=3"}],"version-history":[{"count":61,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/3\/revisions"}],"predecessor-version":[{"id":377,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/3\/revisions\/377"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/media?parent=3"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/tags?post=3"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
<\/iframe><\/p>\n<p><b><a href=\"https:\/\/www.facebook.com\/scianimation\/\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-363\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/download-300x108.png\" alt=\"Sci Ani science animated research video\" width=\"72\" height=\"26\" srcset=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/download-300x108.png 300w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/download.png 375w\" sizes=\"auto, (max-width: 72px) 100vw, 72px\" \/><\/a><\/b><\/p>\n<p> <\/p>\n<p> <\/p>\n<p><b>The Problem<\/b><\/p>\n<p><span style=\"font-weight: 400\">How do secondary math teachers take up recommendations from documents like the NCTM <\/span><i><span style=\"font-weight: 400\">Standards <\/span><\/i><span style=\"font-weight: 400\">to move toward what has been called \u201cambitious instruction\u201d? Traditionally, committed professionals attend workshops, collaborate with colleagues, read books, and tinker in the privacy of their classrooms. However, when things don\u2019t go as they expect, teachers have few resources to adjust and continue on their path to improvement. <\/span><\/p>\n<p><span style=\"font-weight: 400\">The feedback built into the educational system is often insufficient. Building administrators do not always have the content expertise to push their instruction. S<\/span><span style=\"font-weight: 400\">tandardized tests are often difficult for teachers to decipher–and arrive too late in the year–to be useful.\u00a0<\/span><span style=\"font-weight: 400\">Teachers invested in their own professional growth are searching for data sources that are\u00a0helpful for their students’ success and for their own improvement.<\/span><\/p>\n<p><b>Our study offers three critiques to \u201cbusiness as usual\u201d in math teaching and learning:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Typical professional development does not adequately support teachers\u2019 learning of ambitious mathematics instruction. Teachers need timely and adequate feedback to make sense of their instruction<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Teachers\u2019 own questions should be a point of departure for their learning<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The field knows a lot more about beginning math teachers\u2019 learning but a lot less about experienced teachers<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Using these critiques as a point of departure, our study focuses on mathematics teachers as sensemakers. Through our partnership with Math <\/span><i><span style=\"font-weight: 400\">for <\/span><\/i><span style=\"font-weight: 400\">America Los Angeles, our research team is developing a video-based coaching method that provides teachers with feedback that\u00a0<\/span><\/p>\n<ul>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reflects what happens in the classroom<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Doesn\u2019t require so much translation to improve instruction<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Engages their questions about instruction\u00a0<\/span>by providing teachers with better information, so that teachers can adjust instruction and reach more students.<\/li>\n<\/ul>\n<\/ul>\n<p> <\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-340 size-medium\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/labLogo-300x148.png\" alt=\"labLogo\" width=\"300\" height=\"148\" srcset=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/labLogo-300x148.png 300w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/labLogo.png 314w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-243 alignleft\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/Picture11.png\" alt=\"Picture1\" width=\"82\" height=\"83\" srcset=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/Picture11.png 164w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/Picture11-150x150.png 150w\" sizes=\"auto, (max-width: 82px) 100vw, 82px\" \/><\/p>\n<p><i>This material is based upon work supported by the National Science Foundation under Grant <\/i><b><i>#EHR-1620920<\/i><\/b><b><i>. <\/i><\/b><i>Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.<\/i><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Project SIGMa is a research-practice partnership studying what it means to support mid-career urban mathematics teachers in improving their practice. The Problem How do secondary math teachers take up recommendations from documents like the NCTM Standards to move toward what has been called \u201cambitious instruction\u201d? Traditionally, committed professionals attend workshops, collaborate with colleagues,…<\/p>\n","protected":false},"author":7940,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[7,13,9,10,16,17,12,15,14,11],"class_list":["post-3","page","type-page","status-publish","hentry","tag-math","tag-math-professional-development","tag-math-teaching","tag-professional-development","tag-project-sigma","tag-sigma","tag-stem","tag-stem-education","tag-stem-grants","tag-teacher-learning"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/3","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/users\/7940"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/comments?post=3"}],"version-history":[{"count":61,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/3\/revisions"}],"predecessor-version":[{"id":377,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/3\/revisions\/377"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/media?parent=3"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/tags?post=3"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
![\"SIGMa\"](\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/2988\/2018\/10\/SIGMa.png\")
<\/p>\n