Professional Development to Promote Discovery and Cooperative Learning

数学课程改革对学生的学习成绩没有显著影响 学生学习什么和如何学习，除非课堂教师了解 新开发的想法和方法，并获得支持， 他们的教学。 第一阶段小型企业 创新研究（SBIR）研究奠定了技术基础 对于一个在职教师的模式，不仅提供培训， 后续但持续的支持。 结果还证明 对于教育出版商来说， 材料在提供服务支持方面发挥关键作用， 他们的创新材料，这反过来又支持遵守 全国数学教师理事会课程和 《学校数学评价标准》。 的目标 第二阶段的研究重点是（1）继续开发和测试 专业发展模式;（2）扩大 专业发展讲习班和研究所， 在地理上和第一阶段之后， 几何;（3）创建一系列视频，可用于 提供或补充专业发展讲习班;（4） 开办专业发展领导工作坊暨 （5）出版专业通讯; 为讲习班领导人发展中学数学， 教师和数学监督员;（6）传播 第一阶段和第二阶段的结果。 该项目旨在为大型 有效使用创新材料的教师人数; 在更多学校的不同环境中采用其在职模式 （城市、郊区、农村）;宣传成功的 数学专业发展模式向其他领域的转变 教育：问题解决，微积分，核心数学 课程，概率和统计;传播 在服务经济和盈利，研究方法 技术;以及促进有效的融合 创新技术工具，如计算机软件和 将图形计算器引入数学教学。 该项目将有助于促进健全的 以教师为核心的课程变革 在课堂和专业发展中产生变化 是用新的理念、内容、方法和方法接触教师的关键 和材料。

Mathematics curriculum reform has no significant effect on what and how students learn unless classroom teachers learn about newly developed ideas and methods and get support for integrating them into their teaching. Results of the Phase I Small Business Innovation Research (SBIR) study establish the technical basis for a model of teacher inservice offering not only training and follow-up but ongoing support. The results also demonstrate that there is an important opportunity for publishers of educational materials to play a key role in providing inservice support for their innovative materials which in turn support adherence to the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics. The objectives of the Phase II research focus on (1) continuing to develop and test a professional development model; (2) extending the range of professional development workshops and institutes both geographically and beyond its Phase I substantive focus on geometry; (3) creating a series of videos that can be used to provide or supplement professional development workshops; (4) starting professional development leadership workshops cum associated materials; (5) publishing a newsletter on professional development in secondary mathematics for workshop leaders, teachers, and mathematics supervisors; and (6) disseminating findings from Phases I and II. The project aims to prepare large numbers of teachers to use innovative materials effectively; to apply its inservice mode in more schools in a variety of settings (urban, suburban, rural); to propagate the successful professional development mode to other areas of mathematics education: problem solving, calculus, the core mathematics curriculum, and probability and statistics; to disseminate inservice economically and profitably, to research ways technology can be employed; and to promote effective integration of innovative technology tools such as computer software and graphing calculators into mathematics teaching. The project will contribute to the facilitation of sound curriculum change based on the premise that teachers are the key to producing change in the classroom and professional development is the key to reaching teachers with new ideas, content, methods and materials.