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CEEMaST/FEDCO
Cal Poly Pomona
3801 W. Temple Ave.
Pomona, CA 91768
Phone:
(909) 869-4743
Fax:
(909) 869-4616
nizwickler@csupomona.edu
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| Mathematics
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Philosophy
Statement
Professional Development in Mathematics
| CEEMaST
is committed to providing effective Professional Development
Programs (PDP) in mathematics for teachers, administrators,
and family and community members. The following principles
guide the design of these activities. |
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| 1. |
Professional Development Programs need to
be developed as part of a partnership between the participants
in the programs and the CEEMaST faculty. |
| 2. |
Professional Development Programs
need to be responsive to the needs and concerns of the
participants. Therefore, they must relate to the teachers'
classrooms, the administrators' schools, and the families'
roles in supporting the mathematics education of their
children. As a result CEEMaST's activities will be framed
within the context of the state mathematics standards
and framework and the district instructional materials.
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| 3. |
Professional Development Programs need to be scheduled
over a considerable period of time. It is only through
on-going support, that participants make the most effective
use of what they learn in the PDP. |
| 4. |
Professional development Programs
in mathematics must address the mathematical knowledge
of the participants as well as concerns related to pedagogy
and assessment. |
| 5. |
Professional Development Programs in mathematics differ
from programs in reading and language arts in significant
ways.
- All teachers know how to read. Not all teachers
know mathematics or how to do mathematics. Therefore,
participants in mathematics professional development
programs should engage in doing mathematics that is
at a level just beyond their comfort level. These
activities serve as a vehicle for the analysis of
the process and content of mathematics as well as
an introduction to assessment activities.
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Reading is a contentless discipline.
Mathematics has a defined content that must be addressed.
The process of reading uses the content of other
subjects such as social science, science, or literature
to develop reading skills. In learning how to do
mathematics (the process part), participants also
are required to use or learn the content of mathematics.
This content addresses several subdisciplines such
as number, geometry, algebra, statistics, and probability.
The process itself often requires mathematical reasoning,
representing mathematical ideas in many different
ways, and identifying similarities and differences
among the mathematics content studied.
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| 6. |
Professional Development Programs
must provide the participants with the time and opportunity
to discuss and plan how to use what they have done during
the programs' activities in their own classrooms and schools. |
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