Summaries of 15 Strategies for Professional Development

Immersion

1: Immersion into Solving Mathematical Problems

Immersion into solving mathematical problems is the structured opportunity to experience, first-hand, mathematics content and processes. First, by becoming a learner, teachers deepen their own understanding of the mathematics content that they are teaching their students. Second, by experiencing the processes for themselves, teachers are better prepared to help students become active, engaged mathematical problem solvers.

Using this strategy is based on the assumption that teachers benefit from experiences grounded on the same principles that they are expected to implement with students. However, it is important to note that teachers must become learners by being challenged at their own level of competence. By engaging in activities appropriate for adult learners, rather than doing student activities, teachers are able to investigate mathematics content for their own learning.

The Strategy in Action

Immersion is an intensive learning experience that requires time for teachers to focus on learning mathematics in depth. They need to participate fully in the generation of compelling questions, conduct investigations that allow them to make meaning out of mathematical activities, collect and organize data, make predictions, measure and graph, and gain a deeper and broader view of the mathematics concepts they are investigating. The goal of these experiences is to engage teachers in first-hand learning of what they are expected to practice in their classrooms -- guiding students through complex problem solving.

One of the most important elements in making this strategy work is the involvement of qualified instructors who have used this technique successfully with students. A second crucial component is a commitment to a long-term experiences. Immersion experiences cannot be conducted in one-time-only workshops.

One outcome from in-depth immersion in the problem solving process is a change in teachers' conceptions of the nature of mathematics learning and teaching. As teachers begin to see mathematics teaching as less a matter of knowledge transfer and more an activity in which a problem is explored and the math content embedded in it is investigated in depth, they see their own role as teacher changing from a direct conveyor of knowledge to a guide helping students develop their own meaning from experience.

Issues to Consider

Even with extensive coursework in their preservice programs, many teachers come to the teaching of mathematics without having had opportunities to engage in complex problem solving themselves. Although the benefits of immersion may be well recognized, teachers with limited time and programs with limited resources may not be able to afford in-depth experiences, opting for shorter term activities using student learning materials.

Where immersion in solving mathematical problems best fits into a learning sequence is another issue. Some use the strategy to initiate teachers into a new view of mathematics. Others may choose it as a more in-depth enrichment, once teachers learn to use and are comfortable with a set of materials for their students.

References for strategy 1

2: Immersion into the World of Mathematics

The majority of teachers have never had an opportunity to actually "do" mathematics in a real-world setting. By becoming a mathematician in a research environment, teachers deepen their knowledge of mathematics and, as part of a research team, develop skills in sharing and critiquing mathematical information with other professionals.

In quality research programs for teachers, a product of the experience is a detailed plan for extending experiences into the classroom. Many programs offer teaching materials, electronic connections, and other networking facilities for continued support. These experiences provide teachers with the knowledge to "teach beyond the textbook" and to simulate in their classrooms the processes mathematicians use to solve problems.

For their own professional growth, teachers need to have authentic experiences outside of the classroom. Most find that becoming an active member of a research team not only improves their content knowledge but also prepares them for leadership roles in their profession.

The Strategy in Action

Immersion experiences with a mathematics research group have several important components. The experience needs to be intensive, allowing the teachers to learn the content, process, culture, and ethos of mathematics problem solving. Teachers often select their own area of research and are paired with a mentor mathematician, usually during an intensive summer program.

All involved in the immersion experience need to have open, frequent communication about the assignments and experiences of the teachers. Teachers attend seminars and read materials on the mathematics topics related to their research. As part of their immersion into the professional community, teachers participate in activities outside of their research that enhance their experiences and contribute to their knowledge base.

Most immersion programs encourage all members of research teams to both individually and jointly present their findings and experiences at meetings and in journal articles. Programs also encourage research team members to maintain communication and view their mentors as resources, in some cases inviting them to visit their classrooms throughout the school year. Other programs offer reunions at regional or national conferences, newsletters, and electronic networks.

Planning ways for teachers to bring the experience back to their classrooms is an important component of the program. An expert in mathematics education must be intimately involved in the experience so teachers have guidance in creating action plans to transfer what they have learned to their students. Once they return to their classrooms, teachers need support from their school administrators to change instructional practice. This may include additional resources and materials, as well as permission to deviate from the standard curriculum. As always, the goal of quality professional development is better education as demonstrated by improved student achievement.

Issues to Consider

While an immersion experience can be extremely rewarding for teachers, and result in changes in classroom practice, there are several pitfalls. First, mathematicians sometimes prefer high school teachers who already have degrees in mathematics. This somewhat limits the pool of teachers who can benefit from this kind of experience.

Second, there is the question of the degree to which teachers are able to translate their internship experience into the classroom. Some have been frustrated by a lack of materials and by colleagues and administrators who were unwilling to change. One solution is the development of partnership agreements with school districts to implement changes based on the teachers' research experience. Unfortunately, restricting participation to teachers in districts that develop such partnerships also limits who is able to benefit.

Another issue concerns the relationship between mathematicians and teachers in the research environment. At best it is collegial, but there is always the danger that teachers will be given repetitive tasks with little explanation, or that they will attend lectures with advanced mathematics content and might then try to pass on the knowledge in a similar manner to their students. This problem can be addressed through careful orientation of mentors and guidance in selecting teacher research assignments.

Finally, since this is a "one teacher at a time" professional development experience, it can be expensive, well over $10,000 per teacher. Studies of the cost-effectiveness are ongoing, as are explorations of ways to reduce the cost and/or reach more teachers. Some corporations and businesses are working with universities and research facilities to create sponsored internships for teachers.

References for strategy 2

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