Schedule, Notes/Handouts & Videos

This session will share how video is used to prepare and support instructors in the Community College Pathways, a network including 150 community college instructors in 50 colleges teaching Statway and Quantway to developmental mathematics students.

This session will share how Teaching Triads are used to engage trios of faculty around structured teaching observations and intellectual coaching. Through reciprocal observations, feedback and dialogue, participants collaboratively address questions, needs, and opportunities in the enhancement of teaching. The work is intended to be supportive, formative, and voluntary (not evaluative). 

In this session, we will share experiences participating in lesson study in Japan, describe three major forms of professional development in Japan, and how careful observation in demonstration lessons and lesson study helps Japanese teachers to learn how to teach mathematics.

We report on a learning community in which teachers reflect on classroom video in order to refine teaching strategies that develop students' ability to do group work in math class

I went to Japan and then Japan came to me.  Two math education professionals and I made a week-long visit to Japan to observe and discuss the teaching and learning of mathematics. Then our Japanese colleagues also came to visit and observe and discuss teaching and learning of mathematics here in the U.S.  I will discuss lessons learned and efforts to implement lesson study with U.S. teachers.

I will discuss how my involvement in the supervision of preservice secondary mathematics teachers broadened my perspective on what to look for when observing undergraduate mathematics teaching, and helped me refine and refocus my mentoring of postdoctoral instructors. 

We will share a decomposition of the practice of leading a mathematics discussion and an observational tool that can be used to provide feedback on the leading of mathematics discussion in K-12 settings and in mathematics departments.