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Supporting the Enactment of Standards-Based Mathematics Pedagogies: The Cases of the CoDE-I and APLUS Projects

Supporting the Enactment of Standards-Based Mathematics Pedagogies: The Cases of the CoDE-I and APLUS Projects
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Author(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie S. Martin (University of South Carolina at Columbia, USA), Chuang Wang (University of North Carolina at Charlotte, USA), Richard G. Lambert (University of North Carolina at Charlotte, USA) and David Pugalee (University of North Carolina at Charlotte, USA)
Copyright: 2017
Pages: 13
Source title: Medical Education and Ethics: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0978-3.ch031

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Abstract

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

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