|DMI IMPLEMENTATION AND RESEARCH
|PROJECTS INVOLVING DMI
Research into the Use and
Impact of DMI
research projects address the following questions:
- How does DMI
support teacher learning?
- Sophia Cohen
at EDC studied the effect of DMI on teachers beliefs, knowledge,
and classroom practices. This project
followed two different seminar groups, looking at the teachers
ideas as they developed within the seminar, and as they were evident
in the changing classroom practices of six participants. Cohens
manuscript, Bringing Understandings to Light:
Teachers Professional Development and the Elementary Mathematics
Classroom , will be published by Lawrence Erlbaum Associates,
Incorporated. The expected publication date is winter 2003.
- This research was supported by a joint grant from the John D. and Catherine T. MacArthur Foundation and the Spencer Foundation under the Professional Development Research and Documentation Program.
- Linda Davenport
at EDC explored whether DMI supports teachers' implementation of
new curricula. She considered this question with respect to Investigations,
Math Land, and Everyday Math, and reported her findings in Davenport,
L., and Morse, A. Fostering a Stance of Inquiry Among Teachers:
Professional Development in Mathematics Education This paper
was published as part of the Center
for the Development of Teaching's Paper Series.
- How do we understand
the role of facilitator?
- Pamela Geist
of Michigan State University and Janine Remillard of the University
of Pennsylvania analyzed facilitation of DMI users in the first
field tests. This was published in the Journal of Mathmematics
Teacher Education, January 2002.
- Susan Jo Russell
of TERC studied challenges teachers face becoming seminar facilitators
for their colleagues. This work was supported by the Teaching
to the Big Ideas grant.
- Annette Sassi
at EDC studied "judgments in the moment" made by a DMI
facilitator. Sassi's work was supported by a grant from the Spencer
Foundation. Sassi presented her findings in Cultivating Perception:
Reframing the Nature of Advice-giving in a Mathematics Professional
Development Seminar at AERA, 1999.
- What are parents'
concerns and questions about mathematics education reform and can a
DMI seminar address them?
- Amy Morse
of EDC and Polly Wagner of the Atrium School studied participants'
writing and their own facilitator journals from the parent seminar
they led in the fall of 1996. Morse and Wagner's research effort
was supported by Teaching to the Big Ideas
and Mathematics for Tomorrow.
See Morse and Wagner, P., (1998) Learning to Listen: Lessons
from a Mathematics Seminar for Parents. Teaching Children Mathematics.