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Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
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Book chapters
Spencer, J., Park, J., and Santagata, R. (2010). Keeping the Mathematics on the Table in Urban, Mathematics Professional Development: A Model that Integrates Dispositions Toward Students. In M.Q. Foote (Ed.), Mathematics Teaching & Learning in K-12: Equity and Professional Development (pp. 199-218). New York: Palgrave/Macmillan.
Spencer, J.A. (2009). Identity at the Crossroads: Understanding the Practices and Forces That Shape African American Success and Struggle in Mathematics. In D.B. Martin (Ed.), Mathematics Teaching, Learning, and Liberation in the Lives of Black Children (pp. 200-230). New York: Routledge-Taylor and Francis Group.
Journal articles
Givvin, K.B., and Santagata, R. (2011). Toward a Common Language for Discussing the Features of Effective Professional Development: The Case of a US Mathematics Program. Professional Development in Education, 37(3): 439-451.
Santagata, R. (2009). Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools. Journal of Teacher Education, Theme Issue: Innovative Uses of Technology in Teacher Education, 60(1): 38-51.
Santagata, R., Kersting, K., Givvin, K., and Stigler, J.W. (2011). Problem Implementation as a Lever for Change: An Experimental Study of the Effects of a Professional Development Program on Students' Mathematics Learning. Journal for Research on Educational Effectiveness, 4(1): 1-24.
Supplemental information
THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING
This research team hypothesizes that if teachers would use these rich mathematics problems more regularly to help students make connections among concepts and procedures, rather than converting those problems into tasks using procedures, student achievement might be improved.
The researchers are creating a 2-year professional development program for 6th-grade teachers to learn how to identify, design, and present problems in challenging forms as part of their regular classroom teaching. Most of the 4,400 students in these Los Angeles area schools come from low-income minority families. The mathematics teachers in these schools all use the same pre-algebra textbook in their classes. The researchers are randomly assigning the 72 grade 6 pre-algebra teachers to the experimental professional development program or to the school district's traditional professional development program. The researchers are evaluating the impact of the two training programs on (1) teachers' knowledge of mathematical content for classroom use (i.e., pedagogical content knowledge), (2) teachers' ability to present rich problems in their lessons, and (3) students' mathematics achievement
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