At CRDG we believe that in order to produce real change through program implementation, teachers must be provided with ongoing professional development opportunities.
This list of courses reflects the kinds of teacher professional development we do, rather than a list of currently available courses. While we do run courses periodically, we also, more commonly, work with schools to provide programs of professional development that meet their specific needs. All of our programs come out of the research we conduct on various aspects of teaching and learning, assessment, and technology use. If you are interested in one of these, or would like to discuss a professional development program for your school or district, contact us to see how we can assist you.
A Modeling Approach to Algebra (AMAA)
A Modeling Approach to Algebra is a curriculum that targets specific high school standards from the section Traditional Pathway: High School Algebra I in the Common Core State Standards for Mathematics while also emphasizing the eight Standards for Mathematical Practice, which are at the foundation of the mathematics standards.
Understanding Elementary Mathematics and Pedagogy
This teacher professional development experience provides a content-based learning experience for elementary grades teachers designed to deepen their understanding of elementary mathematics and pedagogy. Activities include solving mathematics problems through a problem-solving and inquiry approach; experiencing and studying pedagogical techniques that promote understanding by learners constructing their own meaning; and observing a mathematics class using content and pedagogy that is parallel to what participants experience in the course.
Understanding Middle School Mathematics and Pedagogy
This course offering provides a content-based learning experience for middle school teachers to deepen their understanding of mathematics and pedagogy. Activities include solving mathematics problems using a transformational geometry perspective; experiencing and studying pedagogical techniques that promote understanding by learners constructing their own meaning; and observing a laboratory mathematics class using content and pedagogy that is parallel to what participants experience.
The Common Core State Standards for Mathematics and a Process Approach to Algebra
In this professional development experience, teachers will strengthen their pedagogical content knowledge by working on rich mathematics tasks. The course will focus on the mathematical content knowledge needed to teach and will concentrate on effective instructional strategies, rather than simply what a teacher knows about mathematics. This course is designed to demonstrate how the CCSS can be used to help structure and organize the teaching and learning of mathematics. Participants will engage in problem-solving activities that lay the foundations for the development of algebraic concepts. Technology is embedded in activities where appropriate.
Understanding Transformational Geometry and an Associated Pedagogy
The CRDG high school geometry curriculum, Geometry: A Moving Experience, uses geometric transformations to develop concepts using a constructivist perspective. This professional development is designed to introduce teachers to using transformations as a foundation for developing significant ideas in geometry and to prepare teachers for teaching a geometry course for learners who have a range of prior success in previous mathematics courses. Although the curriculum will have a central role in the professional development, it is not exclusively for future teachers of this geometry program. This professional development course has relevance for any teacher curious about or preparing to teach geometry concepts.
Integrating Technology into the Mathematics Classroom
Technology is one of many instructional components that engage students in the development of mathematical ideas. For example, tools for graphing and collaborative work can encourage problem solving, reasoning and proof, multiple representation, connections, and communication. Participants will explore ways to enhance standards-based mathematics teaching and learning with technology. They will be engaged in methods of using this technology for developing students’ conceptual understanding and providing access to higher-level mathematical ideas.
Teachers can help students develop healthy attitudes toward the use of technological tools that can extend mathematical understanding but not serve as a replacement for mathematical thinking. Ideas and activities that show integrated technology as more than number crunchers or tools for checking answers will be shared. The content will focus on upper elementary and middle school standards, but participants from all levels are welcome.
Math Teachers’ Circle Hawai‘i (MaTCH)
Math Teachers’ Circle Hawai‘i is a unique professional development experience for anyone with a passion for developing their own mathematical knowledge. Since its inception in 2011, MaTCH has convened once a month during the school year, bringing together mathematicians, professionals who use mathematics in their jobs, pre- and in-service teachers and other mathematics educators for the purpose of engaging in rich problem solving tasks. Each session includes time for reflection as a learner, as well as pedagogical implications connected to the Common Core State Standards for Mathematical Practice. See http://math.crdg.hawaii.edu/match/ for more information.