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Math Teacher Leadership Center - Transforming Institutions

Abstract

This paper addresses the following claim(s):

"Our hypothesis is that to serve rural mathematics teachers in the expanse of the Rocky Mountain West we must provide quality professional development online. The Master's Program must use the latest in technology and implement the best research based practices in online pedagogy. We hypothesize that the professional development must be focused on culturally relevant teaching, contradicting the often held belief that mathematics is culture-free. Finally we hypothesize that the program must promote and emulate a movement from teaching for knowledge to teaching for understanding. Our vision is focused on content proficiency, cultural competence, and pedagogical expertise for all Math TLC teacher-participants. We recognize the need to come to consensus on enduring understandings that are core to these outcomes."

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