THE NATIONAL SCIENCE FOUNDATION'S DEVELOPING TEACHING EXPERTISE @ MATHEMATICS
DTE@Mathematics is a materials development project at the University of Michigan School of Education. There are three professional development modules for in-service elementary mathematics teachers available for use.
DTE@Mathematics modules focus on the following content areas:
REASONING AND EXPLANATIONS MODULE
Our DTE@Mathematics materials are designed to integrate four core elements of mathematics teaching to help elementary classroom teachers develop knowledge and skills that are useful and usable in the classroom.
- Mathematics: mathematics geared to the demands of teaching
- Student thinking: students’ ideas and ways of thinking about mathematics
- Teaching practice: instructional skills and strategies for meeting the needs of diverse classrooms and contexts
- Learning from practice: approaches to systematically learning from and improving teaching
- Ten 90-minute sessions
- Integrated content tied to the work of teaching
- Records of elementary classroom practice
- Opportunities for teachers to collaborate and study records from their own teaching
- Practice-based assessments
- Online technologies
- Professional development for practicing elementary teachers
- Teachers working with a facilitator in real time, either in-person or remotely
Authors and Partners
Tim Boerst is a Professor of Clinical Practice at the University of Michigan School of Education. His work supports the development and assessment of beginning teachers who are pedagogically skilled, subject-matter serious, and professionally committed to the learning of every student.
Kara Suzuka is an assistant specialist with the Curriculum Research & Development Group at the University of Hawaii at Manoa. Her research centers on the development of resources for the study and improvement of teaching and teacher education, including the ways in which records of practice and technology can be used as tools for systematic inquiry and professional learning.
Deborah Ball is a William H. Payne Collegiate Professor and Arthur F. Thurnau Professor, and former Dean of the School of Education at the University of Michigan. Ball’s work draws on her many years of experience as an elementary classroom teacher and teacher educator.
DEBORAH LOEWENBERG BALL
Hyman Bass is the Samuel Eilenberg Distinguished University Professor of Mathematics and Mathematics Education at the University of Michigan. His mathematical research publications cover broad areas of algebra, with connections to geometry, topology and number theory.
Aileen Kennison is the Dev-TE@M project manager. Aileen is a former school administrator and teacher, and she specializes in the logistics of data collection.
At the time of the project, Susanna Farmer was a doctoral candidate in the School of Education at the University of Michigan. She studied the role that shared instructional resources (e.g., lesson plans, student materials) play in creating opportunities for collective work on teaching and how curriculum materials can be designed to be usable and useful to teachers as they interact with students.
Yaa Cole now teaches at Department for Teacher Education in University of Ghana. She earned her Ph.D. in mathematics education at the University of Michigan.
Douglas H. Clements is the Kennedy Endowed Chair in Early Childhood Learning and Professor at the University of Denver, Colorado, U.S.A. Doug has published over 125 refereed research studies, 18 books, 80 chapters, and 300 additional publications.
DOUGLAS H. CLEMENTS
Dr. Van Dine is currently teaching at Mathematics Department in Metropolitan State University of Denver. Douglas W. Van Dine worked for 18 years in public education, 15 as a middle and high school mathematics teacher and 3 as a building administrator.