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Project OverviewPurpose: This five-year project aims to identify, from a cross-cultural perspective, essential algebraic knowledge for teaching (AKT) that fosters students’ algebraic thinking in elementary school. Location: Philadelphia, USA; Nanjing, ChinaPopulation: Elementary teachers Timeline: August 2014-July 2019
Relation to SDP Action plan: This project supports SDP’s anchor goal #3 (100% of schools will have great teachers) through developing exceptional, committed people (strategy 3), especially in the area of highly effective instructional practices (exhibit 4) and therefore, improving student learning (strategy 1). The participating expert teachers in this project will continue developing their instructional expertise based on an international perspective. They will become potential teacher leaders who will mentor other SDP teachers.
Contributors/StakeholdersFunding source: National Science Foundation (NSF)
Stakeholders: Temple UniversitySchool District of PhiladelphiaNanjing Normal University, ChinaSchool District of Nanjing, China
Participants: For Research: Y1&2: 8 US and 8 Chinese teachers per yearY3&4: The same 16 US and16 Chinese experts For Education:Y4&5: SDP new teachers/teachers in needy schools; Temple preservice teachers
Implementation/ActivitiesTopic in Y1: Inverse RelationsTopic in Y2: Properties of Operations
Research Activities: Y1 & Y2: Data collection of videotaped lessons in U.S. and China, teacher surveys and interviews, lesson plans, students pre- and post-assessmentsY3: Data analysis, material development, and teacher trainingY4: Data collection of videotaped lessons to be re-taught in the U.S. and China
Educational Activities:Y3: Chinese-US ongoing teacher forum; Y4: Chinese-US teacher video conferenceY4: SDP new teacher workshop (ACT48)Y5: SDP teacher conference; Chinese classroom visit
Outcomes• At the student and teacher level, the short
term outcomes include teachers’ improved AKT and students’ improved achievement in the targeted algebraic concepts. The AKT materials will also be available for the field of mathematics education. The long term outcomes include teachers’ transfer of the learned AKT to teach other concepts and students’ increased interests and understanding of algebra and overall mathematics.
• At the local and country level, the short tem outcomes include (a) training of 16 SDP mentor teachers, (b) an established expert-novice teacher network, and (c) collaborations between the participating teachers and schools in SDP and China. The long term outcomes include (a) an extended expert-novice network within SDP and between SDP and Temple, and (b) the continuation of US-China collaboration between school districts and universities.
CAREER: Algebraic Knowledge for Teaching: A Cross-Cultural Perspective
Contact Information
Meixia Ding (PI), Ryan Hassler (GA)Temple [email protected], (215)[email protected], (717)471-8794