Teruni Lamberg, Ph.DUniversity of Nevada, RenoTerunil@unr.edu(775) 682 7533

Math Science Partnership Regional MeetingSponsored by the U.S Department of EducationChicago, 2008

Creating Effective Partnerships Through a Design Research Approach

Designing the Northeastern Nevada Math Project

• Teachers need Content Knowledge and Pedagogical Content Knowledge to teach mathematics effectively. (Ball, 1997)

• Professional development needs to take into account how teachers learn, what content they need to know and pedagogical skills they need.

• Design research involves engineering particular forms of learning within a domain and systematically studying how that learning takes place in iterative cycles (Kelly, 2003; Cobb, diSessa, Lehrer & Schauble, 2003; Collins, Joseph & Bielaczyc, 2004).

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Goals of NNMP Project• Increase student achievement and learning in

mathematics.

• Increase teacher content and Pedagogical Content Knowledge in mathematics.

• Support teachers to refine teaching practices to increase student learning.

• Provide professional development that is research based and also through research.

• Work together to build a strong partnership/community to provide support and improve math instruction in Northeastern Nevada.

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PD Partners and Expertise relevant to NNMP projectPartner Expertise

Math Education Pedagogical Content knowledge

Mathematician Content knowledge

Regional Trainer

•Knowledge of facilitating learning experiences for teachers•Insider’s knowledge of teachers in the district

Nevada Department of Education math consultant

Knowledge of State testing, Standards and Policy

5 School districts *Provided support and was involved in initial discussions

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Networks of Support

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School

University

NevadaDepartment

of Education

District Regional Professional Development

Program

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MAKING PROFFESSIONAL DEVELOPMENT DESIGN

DECISIONS

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Design Research Approach for Professional Development

Planning Team

MEETINGSGenerate

Conjectures based on data and current

research

Professional Development

SessionsAdjust based on

formative assessments

Analyze data and revise conjectures

or make new ones

PD data: Video, journals, artifactsClassroom data:

student work, student testTeaching practice:

Classroom video/observations, journals

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DATA COLLECTED

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Data Collected to Make PD design decisions and also to Evaluate projectTeacher Knowledge Data Collected

Teacher pedagogical content knowledge

Teacher Pedagogical Content test

Pre and post test

Teacher content knowledge Pre and Post test (specific to institute)Teacher’s Classroom

PracticesData Collected

Classroom observations Video (RTOP Protocol)

Classroom artifacts Sample of student work, lessons etcStudent Achievement Data Collected

Student content test Pre and Post tests

State standardized testing (CRT) Currently in process of collecting data

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Other Data Collected to Examine effectiveness of PD sessionsProfessional Development Sessions

Learning of Teachers within the professional development sessions

Video tapes of professional development sessions

Artifacts from professional development sessions, chart papers, artifacts created, teacher journals

Field notes

Project Team Meetings

Learning of the Professional Development Team

Field notes, artifacts

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PROJECT IMPACT

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Teacher Pedagogical Content Test (2006 and 2007)

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Teacher Content Test (Fractions) Summer Institute 2007

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Shifts in Classroom Practices

•Teachers changed how they question students

•Teachers re-think assessments “Kids need feedback. Let’s talk about what you did here. Look at points of strengths and misconceptions.”

•Focus on thinking about math as concepts as opposed to just procedures

•Encourage students to justify their reasoning

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Teachers report:•They re-conceptualize mathematics as

concepts…“ I have an increased awareness of how I think about math. It never came to the fore front of my mind.”

 •They focus on the process of student thinking…

“ I pay more attention to what students have to say or write about how they got an answer. I’m more willing to look at the process”

Teachers report:…

•A shift towards teaching mathematics through problem solving…

“I shift from lecture to participation” 

•A gain in confidence in teaching math…“I am more confident..”I know what math I

want from my students.” 

“I have a lot more confidence in my ability to get them where they want to be.”

Teachers Report…

•They plan and assess differently…“I plan instruction based on student responses and needs, I always thought that I taught for understanding, but until now, I had no way to measure understanding.”

Impact: Student Pre and Post test scores Year 2

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Lessons Learned • Design Research approach is useful for making PD

decisions.

• Making PD design decisions based on data helps provide more effective and efficient PD.

• Creating content specific tests for teacher and students is useful for making specific PD decisions.

• Planning as a PD team was critical for integrating knowledge

• A partnership involves learning and co-creating knowledge

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Lessons Learned cont:

•Planning take time

•Need to use expertise and resources of Partnership

•Communication is important!

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THANK YOU!

Contact Information

Dr. Teruni LambergUniversity of Nevada, RenoTerunil@unr.edu775 682 7533

The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U.S. Department of Education.

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