Professional Development to Promote Discovery and Cooperative Learning

数学课程改革不会对学生学习什么和如何学习产生重大影响，除非课堂教师了解到新发展的思想和方法，并获得将其融入教学的支持。第一阶段小型企业创新研究(SBIR)研究的结果为教师在职模式奠定了技术基础，这种模式不仅提供培训和后续行动，而且提供持续的支持。结果还表明，教材出版商有一个重要的机会，可以在为他们的创新教材提供在职支持方面发挥关键作用，这反过来又支持遵守全国数学教师理事会(NCTM)的《学校数学课程和评估标准》。第二阶段研究的目标集中在：(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机构的范围，使之超越第一阶段的几何实质性重点；(3)制作一系列可用于提供或补充专业发展讲习班的视频；(4)开办专业发展领袖工作坊及相关教材；。(5)为工作坊领导、教师及数学导师出版中学数学专业发展通讯；及。(6)传播第一及第二阶段的研究结果。该计划旨在培养大批教师有效地使用创新教材；。将成功的专业发展模式推广到数学教育的其他领域：问题解决、微积分、核心数学课程、概率与统计；以经济和有利可图的方式推广在职服务，研究如何使用技术；并促进将计算机软件和图形计算器等创新技术工具有效地整合到数学教学中。该项目将有助于促进健全的课程改革，其前提是教师是在课堂上产生变化的关键，而专业发展是向教师传授新想法、新内容、新方法和新材料的关键。

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.