Format guidelines for participant’s products

1. Place document in a MicroSoft word file saved in .doc format.

2. File name: <lastname><initial><number>.doc

Example: WilsonJ2.doc

Meaning “submitted by Jim Wilson, product #2”

Link: Descriptive text

Example: Master’s level seminar discussion of Mathematical Knowledge for Teaching

Microsoft Word version of the Suggested Format (to be downloaded and used in creating documents)

Suggested Format

General Context (e.g.: professional development of activity in school setting; capstone mathematics course):

Names of contributors/authors:

Goal of use of Framework (if applicable):

Goal of use of Situations (if applicable) (Includes process of developing Situations.):

Specific Setting for use:

Describe typical use:

Describe the mathematical goal(s) of the use:

Challenges in Implementation:

What would you like to know about the effects of implementing your idea?


Links to Products

Professional Development -- Preservice

Some results of a University of Iowa preservice elementary teacher quiz modeled Situation 46: Division Involving Zero  (Seaman)

Use of Situations as a primary resource in a mathematics education course(Blume)

Mathematics course activities for preservice secondary teachers (Portnoy)

Using situations in methods class to review high school curriculum (Jaqua)

Secondary Preservice Mathematics Methods Course (DuCloux & Lee)

A course in initial mathematics teacher education for middle and high-school (Guimarães)

Peer-teaching activity for developing Mathematical Knowledge for Teaching (DuCloux)



Professional Development -- Inservice

A well designed facilitator guide and or video demonstrations/models of the Situational Prompts (and/or various foci) should be created to support both facilitators and teachers (Boone)

Professional learning activities for in-service teachers (Viktora & Jakucyn)

Using MPT in Professional Development for Secondary Mathematics Teachers (Gober)

Professional development: Using situations in PD to develop mathematics teaching proficiency (Lappan, Borko, & Graysay) [ With Research Questions ]

Bi-weekly professional development study group (8 mathematics teachers) (Benson)

Use of Situations and Framework with in-service elementary teachers in professional development settings (Seaman)

Professional development materials for secondary mathematics teachers (Briars)

Use Situations as biweekly or monthly contexts for mathematics teacher electronic dialogue (Harrington)

Inservice Teacher Professional Development AND related PowerPoint (Harrington)

Looking across situations through the framework (Lannin & Kastberg)

Gwinnett County’s High School Mathematics Institute (a professional development course for in-service teachers developing student tasks for the county using a lesson study model) (Winking)

Lesson study with secondary mathematics teachers (Hix)

Use the Framework and the Situations as a personal reference documents for teaching mathematical content (Jakucyn & Viktora)

The use of the framework and a situation in helping high school teachers come to a better understanding of how to assess statistical thinking and reasoning (Franklin)

Masters Course in Curriculum Design for Secondary Mathematics Teachers (Burke)

Using the MPT framework to guide teachers in their analysis of current curricular materials (Sheehy)

“Investigating the CMPT Framework and Situations in Action:” An Investigation of Mathematics Teaching (Hatfield)

Building from Mathematical Foci towards Statistical Foci (Lee)

Use of Situations and Framework with in-service elementary teachers in professional development settings (Seaman)

Lesson Preparation Idea (Jakucyn & Viktora)

Explore teachers' mathematical resourcefulness, and ability to listen and to summon up multiple responses and representations (Clemens)    [ or preservice ]

Professional development of activity in school setting; capstone mathematics course (Victora)




Teaching Mathematics Content Courses

Use of Situations in Middle Grades or High School Mathematics Education Content Course (Beckmann)

How the framework and situations could be used in teaching (Smith)

Abstract algebra course for prospective secondary teachers (Cofer)

Situating the Need to Know Mathematics from an Advanced Perspective (Lee)

Developing Situations for “Transition to Advanced Mathematics” (Benson)

Helping Calculus students deconstruct and connect mathematical
ideas through scaffolding of Situation
(McCrory & Winsor)

Upper division mathematics courses for pre-service elementary & middle school mathematics teachers majoring in mathematics (Senk)

The use of the MPT Situations in a course on Writing in Mathematics (Bona)

Create and use a situation with pre-service secondary mathematics teachers to study the statement: f (x + y) = f (x) + f (y). (Royster)

A situation to: (i) to explain geometrically and very intuitively many examples, each of independent interest (e.g., the Fundamental Theorem of Calculus) and (ii) to expose connections between these examples, usually not treated as different aspects of the same idea (Levi) [ also suggested for inservice ]

Helping preservice mathematics teachers develop the inclination and ability to deconstruct and connect mathematical ideas using the situations and the framework (McCrory, Winsor, TeCroney, & Edenfield)





Research idea based on MPT Framework and Situations to explore mathematical dispositions (Lappan, Borko, & Graysay)   [ Also Inservice ]

Research idea based on MPT Framework and Situations to explore mathematical dispositions (Jaqua)

Research on feedback from mentor teachers to student teachers (TeCroney)

Research on Teacher Knowledge (P. Wilson, Conner, Kim)

Research on the MPT Framework (Portnoy)

Using the framework for MPT to study prospective middle grades teachers’ university preparation (Klerlein)



Materials Development

Further articulation of the Framework as exemplified by Situations (Hatfield)

Master’s level seminar discussion of Mathematical Knowledge for Teaching (J. Wilson) [ or inservice ]

Specialist in Education Applied Project (J. Wilson)   [ or inservice]



Teacher education program evaluation (Portnoy)

Using the Framework and Situations with a Focus on Assessment (Franklin)