Professional Development to Support Students’ Algebraic Reasoning: An Example from the Problem-Solving Cycle Model

Abstract

The Problem-Solving Cycle (PSC) model of mathematics Professional Development (PD) seeks to enhance teachers’ knowledge and skills in a variety of domains. In this paper we consider how participating in the PSC program, with a specific focus on algebra, impacted one teachers’ instructional practice. We explore the nature of change in the teacher’s classroom, as well as the connection between these changes, the focus of our PD, and the teacher’s intentions. Our analyses are based on a set of videotaped classroom lessons collected over two years, along with interviews and written reflections. We conclude that there was a close match between the teacher’s personal goals for improvement and our program goals, and notable shifts in his algebra instruction that was likely to have supported his students’ algebraic reasoning.