Providing professional support to teachers who are implementing a middle school mathematics digital unit.

SelectedWorks Author Profiles:

Charles Vanover

Document Type


Publication Date


Date Issued

January 2012

Date Available

February 2013




Middle school teachers' use of digital curricula incorporating dynamic technology has been found to support student learning of complex algebraic concepts. This article reports on pilot research involving collaboration among faculty from a public university's college of education, educational researchers from a nonprofit research organization, and school district leadership from a large, urban school district. The purpose of this paper is to document a series of inquiry-based professional development sessions provided to middle school teachers on the implementation of a digitally based mathematics replacement unit emphasizing algebraic concepts. The professional development experiences allowed the participating teachers to implement the digital unit successfully using a variety of instructional approaches.


Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Contemporary Issues in Technology and Teacher Education, 12(2). Full text document is available through the link provided.




Association for the Advancement of Computing in Education

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.