Modeling MSP professional development program for discrete mathematics

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description

A year-long, 135-contact-hour professional development program in which 42 teachers initially participated, built around a models and modeling perspective. It combined "two 40 -hour intensive summer workshops" with "9 additional 8-hour Saturday sessions", emphasized "modeling high cognitive demand tasks in problem -based-learning scenarios", and used simulation tools, probeware, data analysis, and graphical/visualization tools. Teachers organized into cross-school curriculum development teams designed and piloted a fourth-year discrete mathematics course, iterating lessons with videotaped practice and student work samples shared via a project Sharepoint site.

Design Implications

Context

Requirements

• Teachers organized into curriculum development teams tasked with designing fourth-year curriculum structure and tasks for subsequent implementation

Constraints

• Retention of participants was an ongoing challenge; of 60 originally identified participants, 43 instructors participated

Target Learners

• Junior-Senior level high school mathematics teachers

Learning Goals

• Mathematical Knowledge for Teaching in discrete mathematics
• Pedagogical content knowledge in mathematical modeling

Claims

• Modeling Pd Improves Discrete Math Teacher Knowledge [+M]
• Modeling Pd Improves Reformed Practice Rtop [+M]

Related Designs

Examples

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Key Sources

• James A. Middleton, Mona Toncheff, Susan Haag. (2011). Growth in Secondary Teachers' Content Knowledge and Practice in Discrete Mathematics. Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. https://www.pmena.org/pmena-proceedings/

Page metadata

Field	Value
type	design
id	modeling-msp-discrete-math-pd-program
title	Modeling MSP professional development program for discrete mathematics
description	A year-long, 135-contact-hour professional development program in which 42 teachers initially participated, built around a models and modeling perspective.
status	review
generated	by process:settle-candidates on 2026-11-03
trust	unverified — no one has confirmed this page's content
sources	1 — james-a-middleton-2011

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