Seeing Math: Research Behind Seeing Math

Research Behind Seeing Math™

student using pencil to solve math problem Seeing Math™ courses are built on a strong research foundation — mathematics teacher profession development (TPD) research and mathematics education research. The design and structure of our courses are grounded in TPD research. However, we were also strongly influenced by research demonstrating the most effective ways students learn mathematics. Using these two cornerstones, we were able to build a TPD course in which participants modeled the way research suggests they teach their students.

Our courses reflect the belief that mathematics teachers are most likely to positively impact student performance and achievement (see, e.g. Weiss, et al, 2003) when they:

Understand significant mathematics content knowledge by exploring it deeply
Use pedagogical skills to interpret and formatively assess student thinking.
Adjust instruction based on content understanding and student thinking

A key element of Seeing Math is video commentary by renowned experts in mathematics education. Based on their own studies and professional experience, they shed light on what current research suggests regarding:

Mathematical content that may be confusing to students and, possibly, to teachers
Questioning techniques to assess student thinking for deeper understanding
Ways to alter classroom instruction for more effective teaching and learning

Bibliography

Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education, 5(1), 7-74.

Borassi, R., & Fonzi, J. (2002). Analyzing promising professional development experiences for mathematics teachers: Discussing cases. In NSF-DEHR-DESIE (Ed.), Foundations: Professional Development that Supports School Mathematics Reform (Vol. 3, pp. 67-82). Arlington, VA: NSF.

Bransford, J., & Vye, N. (1989). Cognitive research and its implications for instruction. In Resnick, L., and Klopfer, L. (Eds.). Toward the thinking curriculum: Current cognitive research, 171-205. Alexandria, VA: Association for Supervision and Curriculum Development.

Comiti, C., & D. L. Ball. (1996). Preparing teachers to teach mathematics: A comparative perspective. In A. Bishop & C. Kreidt-Keitel (Eds.), International Handbook on Mathematics Education (pp. 1123-1153). Dordrecht, Netherlands: Kluwer Press.

Ferrini-Mundy, J., & Burrill, G. (2000). Preparing for the teaching of algebra in secondary schools: Challenges and promising directions. Paper presented at the National Summiton the Mathematical Educaiton of Teachers 2000.

Kelly, A. E., & Lesh, R. (2000). Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum Associates.

Merseth, K.K. (2003). Windows on teaching math: Cases of middle and secondary classrooms. New York, NY: Teachers College Press.

Weiss, Iris R., Pasley, Joan D., Smith, P. Sean, Banilower, Eric R., and Heck, Daniel J. (2003). Highlights Report: A Study of K–12 Mathematics and Science Education in the United States. Chapel Hill, NC: Horizon Research, Inc. (www.horizon-research.com)

Wittrock, M. C. (Ed.). (1986). Handbook of Research on Teaching (Third ed.). New York: Macmillan.

About Seeing Math™

About The Concord Consortium

Evaluation Methods Behind Seeing Math™

Philosophy Behind Seeing Math™

Research Behind Seeing Math™

People Behind Seeing Math™

Seeing Math Partners

Teachscape

PBS TeacherLine

boy and girl solving math problem together