ERIC Number: ED449983
Record Type: RIE
Publication Date: 2000-Nov
Algebraic Thinking: Implications for Rethinking Pedagogy and Professional Development.
Arens, Sheila A.; Meyer, Rhonda D.
The recent call for "algebra for all" provided not only the impetus for teaching elementary students differently, but also for changing the way teachers are trained. University mathematics courses for pre-service teachers have undergone changes, and professional development sessions for in-service teachers have been created. The Mid-continent Research for Education and Learning (McREL) has responded to the need to reconceptualize algebra for in-service teachers by initiating a professional development series aimed at training teachers, instructional coordinators, and other school personnel at the elementary school level in algebraic thinking. This report describes the Algebraic Thinking series at McREL and its evaluations. The results of two phases and follow-ups of the implications of the series are discussed. The report also discusses political and policy contexts, related curricula, and professional development, while drawing conclusions. (ASK)
Descriptors: Algebra, Elementary Secondary Education, Mathematics Curriculum, Mathematics Instruction, Professional Development, Teaching Methods, Thinking Skills
Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: email@example.com; Web site: http://www.mcrel.org.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.
Grant or Contract Numbers: N/A