Developing Teaching Expertise @ mathematics graphic

CRDG + Developing Teaching Expertise @ Mathematics (DTE@M)

The Curriculum Research and Development Group is partnering with the Developing Teaching Expertise @ Mathematics (DTE@M) at the University of Michigan School of Education to pilot test their practice-focused professional development modules for in-service elementary mathematics teachers and produce the final version of the DTE@M materials for dissemination.

More information about the DTE@M project and materials can be found on the University of Michigan project website: http://www.umich.edu/~devteam/ and more information about the CRDG collaboration will be posted here soon.

What are Developing Teaching Expertise @ modules?

DTE@M professional development modules use multimedia materials to provide practicing teachers an opportunity to learn from leading mathematics teacher educators about key topics in elementary mathematics education.

Developing Teaching Expertise @ Mathematics

PREVIEW

Three Modules to Support Elementary Mathematics Teaching

ABOUT THE PROJECT

about dev-team button graphic
authors and partners button graphic
frequently asked questions button graphic
crdg logo

RESEARCH AND DEVELOPMENT

GEOMETRIC MEASUREMENT AND SPATIAL REASONING IN ELEMENTARY MATHEMATICS TEACHING (DEV-TE@M MODULE 3)

Geometric Measurement and Spatial Reasoning in Elementary Mathematics Teaching is a professional development (PD) opportunity for practicing elementary teachers that is being offered in the 2017–2018 school year. This PD presents opportunities for teachers to develop professional knowledge and practices in four areas to support student learning of measurement:

  • Mathematics: concepts, methods, and tools used in linear, 2D, and 3D measurement,including a look at these ideas and skills within and across the Common Core State Standards for Mathematics
  • Student thinking: understanding the development of children’s reasoning about linear, 2D, and 3D measurement through examining research-based learning trajectories
  • Teaching: using learning trajectories in assessing student thinking and analyzing curricula
  • Learning from practice: studying learning trajectories of one’s own students through the use of anecdotal note-taking workshops, in which participants discuss samples of students’ work, observational notes, and other records of practice in collaborative groups.
© 2017 Copyright CRDG