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    MathLab's design brings professional learning into the classroom

    By Sara Morales and Terri Sainz
    February 2017
    Vol. 38 No. 1
    Imagine teachers, administrators, and university mathematicians and staff learning together in a lab setting where students are excited about attending a weeklong summer math event because they are at the forefront of the experience. Piloted in three New Mexico classrooms during summer 2014, MathLab expanded into 17 lab settings over six locations during summer 2015 and was implemented again in 2016. The enthusiasm of all participants witnessed by the New Mexico Public Education Department has resulted in funding to support future events. MathLab is an innovative learning design from New Mexico State University’s Mathematically Connected Communities (MC2), a partnership of New Mexico educators that includes mathematicians, school leaders, researchers, and teachers. Aligned to Learning Forward’s Standards for Professional Learning (Learning Forward, 2011), MathLab began as

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    Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

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    Sara Morales (smorales@nmsu.edu) and Terri Sainz (tsainz@nmsu.edu) are project researchers for Mathematically Connected Communities (MC2) at New Mexico State University.

    References

    Bradley, J., Munger, L., & Hord, S. (2015). Activities vs. outcomes: The difference makes all the difference. JSD, 36(5), 48-58.

    DeMonte, J. (2013, July). High-quality professional development for teachers: Supporting teacher training to improve student learning. Washington, DC: Center for American Progress.

    Dufour, R., Eaker, R., & Dufour, R. (2005). On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree.

    Guskey, T.R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.

    Hightower A., Delgado, R., Lloyd, S., Wittenstein, R., Sellers, K., & Swanson, C. (2011, December). Improving student learning by supporting quality teaching: Key issues, effective strategies. Bethesda, MD: Editorial Projects in Education.

    Holloway, K. (2003, February/March). A measure of concern: Research-based program aids innovation by addressing teacher concerns. Tools for Schools, 1-6.

    Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

    Mizell, H. (2010). Why professional development matters. Oxford, OH: Learning Forward.

    New Mexico Public Education Department. (2012). New Mexico Common Core State Standards implementation plan. Available at https://newmexicocommoncore.org/pages/view/59/nmccss-implementation-plan/11.


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