Seago, N., Carroll, C., Hanson, T., & Schneider, S. (2014). The Impact of Learning and Teaching Linear Functions Professional Development. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 5, pp. 137–145). Vancouver, Canada: PME.
This study examines the impact of Learning and Teaching Linear Functions (LTLF) professional development materials on teachers’ mathematics understanding and teaching practices, as well as students’ resulting algebra proficiency, learning, and achievement. Learning and Teaching Linear Functions are modular, video-based professional development materials designed to enable teachers to deepen their specialized content knowledge by understanding ways to conceptualize and represent linear functions within their teaching practice. The intervention consisted of a one-week summer institute and on-line support throughout the academic year.
Seago, N., & Carroll, C. (2013). Learning and Teaching Linear Functions. In M. V. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 869–872). Chicago, IL: PME–NA.
This paper reports on the methodological approach and preliminary findings from a research study of the Learning and Teaching Linear Functions professional development program. The study is currently in its third year and is in the beginning stages of data analysis. The Linear Functions for Teaching project investigates the research questions: (a) what do teachers learn from participating in the Learning and Teaching Linear Functions video-based professional development? And, (b) what do their students learn? Initial results will be shared regarding teacher learning of mathematical knowledge for teaching.
Mumme, J., & Seago, N. (2003). Examining Teachers’ Development in Representing and Conceptualizing Linear Relationships within Teaching Practice. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
This paper examines a range of data from four teachers who participated in eight, three-hour professional development sessions focusing on the teaching issues involved in conceptualizing and representing linear relationships. Drawing on data from pre-post measures, interviews, and classroom observations, we will examine the teachers’ development of content and pedagogical content knowledge in relationship to changes in their practice – both in how they think and talk about their practice as well as what they actually choose to do. This preliminary survey study is an attempt to relate various assessments and to gather initial evidence as to what teachers apply in practice in order to begin to identify and define some of the issues to consider in framing future efforts aimed at assessing impact on practice.