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Problem Solved

Middle school math instruction gets a boost from a flexible model for learning

By Learning Forward
April 2012
Vol. 33 No. 2
Education researchers frequently seek out districts, schools, and teachers as partners for professional learning projects. They share their ambitious vision — a new model of professional learning that will support an empowered community, instructional improvement, and student achievement. The researchers’ unabashed enthusiasm is frequently met with uncertainty, skepticism, and discomfort. “We’ve tried many types of professional development before. None of them really caught on,” district administrators will lament. Principals will shake their heads and caution, “Our teachers already have their plates full. They don’t have time to add one more thing to their schedules.” Teachers will explain, in barely concealed frustration, “Every time we turn around, we are given something new to implement. Just when we start to get comfortable with one approach, that is

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Authors

Jennifer Jacobs, Karen Koellner, and Joanie Funderburk

Jennifer Jacobs (jennifer.jacobs@colorado.edu) is faculty research associate at University of Colorado Boulder. Karen Koellner (kkoellne@hunter.cuny.edu) is associate professor of mathematics education at Hunter College at the City University of New York. Joanie Funderburk (jfunderburk@cherrycreekschools.org) is secondary mathematics coordinator of Cherry Creek School District in Centennial, Colo.

How the problem-solving cycle works

  • The problem-solving cycle starts with teachers working collaboratively on a math problem, and then using that problem in their classrooms.
  • Everyone is videotaped and the group analyzes and discusses select clips.
  • The learning design uses active engagement, where teachers’ voices and classroom images are highlighted.

References

DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for improving student achievement. Bloomington, IN: Solution Tree.

Jacobs, J., Borko, H., Koellner, K., Schneider, C., Eiteljorg, E., & Roberts, S.A. (2007). The problem-solving cycle: A model of mathematics professional development. Journal of Mathematics Education Leadership, 10(1), 42-57.

Koellner, K., Jacobs, J., & Borko, H. (2011). Mathematics professional development: Critical features for developing leadership skills and building teachers’ capacity.Mathematics Teacher Education and Development, 13(1), 115-136.

Koellner, K., Jacobs, J., Borko, H., Roberts, S., & Schneider, C. (2011). Professional development to support students’ algebraic reasoning: An example from the problem-solving cycle model. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 429-452). New York: Springer.

Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M., Eiteljorg, E., Bunning, K., & Frykholm, J. (2007). The problem-solving cycle: A model to support the development of teachers’ professional knowledge. Mathematical Thinking and Learning, 9(3), 271-300.

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author. Available at www.learningforward.org/standards/standards.cfm.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

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