Teacher endorsed professional development for teaching linear functions in algebra for conceptual understanding
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
This study aims to understand from literature and from teacher perspectives the
features of an effective professional development program for teacher learning and the
essential instructional elements and activities for teaching with conceptual
understanding. The goal was to produce a set of professional development modules on
linear functions that were useful for a sample of Delaware middle school teachers. My
hypothesis was that the deficiency in textbooks for teaching with understanding can be
bridged by providing professional development materials for teachers that motivate
them to learn about and think from students’ perspectives, and to implement lesson
plans and activities in the classroom that help promote teaching for conceptual
understanding. I analyzed textbooks used by these teachers, identified deficiencies that
could be addressed by supplemental modules, created the modules based on the
research literature, and asked teachers for feedback about the modules. Professional
development materials that these teachers found useful include components for
predicting student thinking, learning by doing, relatable examples, applications, and
explanations. The modules, together with this information, can be used to solve a
critical problem for these teachers as they move toward conceptually oriented
teaching.