The purpose of this article is to share the conceptual framework and beginning analyses of data from a teacher professional development program that focuses on cultivating teachers' understanding of algebraic thinking, learning, and teaching. Specifically, in this paper we share: (1) the conceptual framework that has guided the structure of the professional development program and research agenda, and (2) an initial set of findings from the first component of the program. These findings illustrate strategies for developing community among teachers, as well as the potential of using a professional learning community as a context for fostering teacher learning.
|Original language||English (US)|
|Number of pages||10|
|Journal||ZDM - International Journal on Mathematics Education|
|State||Published - 2005|
ASJC Scopus subject areas