Learning Philosophy Behind
It's not how to teach. It's not
what to teach.
It's who you're teaching.
Math's professional development programs teach and reinforce both
mathematical and pedagogical knowledge. Focusing on math concepts
aligned with NCTM and many states standards, Seeing Math™ was developed
to create teacher professional development that expands the use
of standards-based math curricula. In the belief that a few key
processes are pivotal to improving teacher practices and student
learning, our learning philosophy emphasizes:
a reflective attitude among participating teachers about their
own teaching and their own understanding of the mathematics they
insights into student thinking about mathematical concepts
the understanding of specific mathematical concepts
We believe that
good learning integrates experience, observation, and conversation.
Seeing Math™ therefore builds upon complementary media and learning
experiences. At the core of each Seeing Math™ course are video episodes
that depict experienced teachers at work with students. These serve
as a focus for participants' reflection on their own work and on
the challenges of teaching and learning mathematical concepts. Solving significant math
problems and modeling these problems with interactive software clarifies the key mathematical concepts, helping participants
to deepen comprehension. Commentary by nationally recognized experts
highlights relevant learning theory, standards, and teaching practices.
References to national and state standards, sample lesson plans,
and suggested activities link the learning experience to classroom
realities. Online discussions lead participants to new insights
through a shared learning experience.
We leverage the technology, the time, and the collective experience
of our participants to help teachers do things other professional
development programs can't do. Seeing Math™ combines these elements
to create dynamic learning experiences that are shared by a group,
yet unique for each participant. Participants are guided, not led,
through learning that balances content mastery with analysis of
teaching practices and insight into student thinking about mathematics.
And the combination—of expert commentary, immersion in problem solving, attention to student thinking, discussing with peers online, and modeling with interactive software—leads to more effective teaching and improved student learning.