numbers and operations that is needed for teaching. As with the curricula developed for students’ learning discussed above, developers of teacher learning materials do provide some evidence of teachers’ learning of mathematics for teaching, but the role of this learning in their instructional practice and effectiveness has not been sufficiently explored. And still less is known about what teacher developers themselves need to know to support teachers’ learning and how their professional learning might be supported. The demand for skilled leaders who can teach teachers is growing, and yet the people who play these roles are more varied than any other category of educators and often have no professional preparation for working with teachers. Scaling up materials that can support teachers’ learning of mathematics for teaching will require attention to the knowledge requirements of those who will guide and support teachers.
Given the current state of practice and knowledge about learning and teaching of early number, then, what might a SERP program of research and development seek to do? How might it build on what currently exists and begin to extend and fill gaps in what is known and done, with the ultimate goal of more reliably and productively building evidence-based instructional practice? In other words, how could work be planned and carried out that would extend what is known and take that to scale in U.S. schools?
The proposed agenda is comprised of three major initiatives:
focus on developing assessments to measure student knowledge;
evaluation of promising curricula and the effects of their particular design features on student outcomes;
focus on the teacher knowledge requirements to comfortably and effectively use curricula that are built on research-based findings regarding student learning.