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The design of our project involves teachers in 2 years of professional development, beginning with summer institutes and continuing with 5 follow-up sessions during the academic year that cover on-going curriculum activities. In the third year, teachers campus-based support. The project is designed to address teachers' on-going needs as they experiment with and develop skills and knowledge in investigative mathematics education. The facilitators of professional development model and encourage teachers to participate as a community of learners. Our in-depth look at campuses reveals pockets of teachers mentoring one another, groups helping each other with materials, and partners sharing "what worked and what didn't work" with their students. Through hiring additional mathematics specialist to give teachers direct feedback on campuses, the project is trying to facilitate more teacher collaboration and to foster more continued professional development.
Michelle L Batchelder,
1/20/1999
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