Mathematics Within Achievements

Preliminary evaluation revealed that the three summer 2005 courses significantly deepened teachers’ mathematics content knowledge and ability to think mathematically, as well as providing increased capabilities to use this new knowledge to influence student learning, despite a wide variety of participant backgrounds and grade levels. Measures included regular pre/post testing on content, homework completion scores, and teacher ability to create, present and refine class projects based on new knowledge.

Several other program outcomes stand out. Evaluation revealed not only an increased level of teacher mathematics knowledge but also a sense of renewed professional enthusiasm and satisfaction among participants. This enthusiasm, according to district partners, also influenced teachers’ peers, many of whom are skeptical of the benefits of discipline-specific coursework. An immediate outcome is an emerging cohort of mathematically-trained teacher leaders who have and can serve as peer mentors. Participants also reported feeling newly engaged in mathematical thinking by their professional development experiences in the project, and being more able to successfully apply math learning to classroom practice, as required when teaching the enrichment lessons they developed with project support. Teachers reported that this new depth of knowledge after participating in the Mathematics Within project will positively impact student learning.

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