This session will describe the content, pedagogy and assessment practices employed in a series of inquirybased mathematics content courses that are part of the Greater Birmingham Mathematics Partnership. Fourteen college and university mathematicians, engineers and teacher educators have attend these 9-day courses alongside over 350 K-12 classroom teachers, and have worked with MEC instructors to study and assess teacher learning. External researchers and evaluators have studied the impact of the courses on teacher practice. The mathematics content courses model the content, pedagogy and assessment practices that GBMP hopes to see in K-20 classrooms.

Lecture #13482

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