content-rich, inquiry-based, and collaborative. EDC provided ACT teams with support in developing the knowledge, leadership skills, and materials to help them plan and implement effective professional-development programs focused on classroom assessment in mathematics. The ACT teams totaled approximately 60 teachers and administrators. Their district work, in turn, reached several hundred middle-grades teachers in the sites.

The Leadership for Urban Mathematics Reform (LUMR) Project (1994–1997) was a National Science Foundation teacher enhancement project (ESI-9353449) awarded to EDC, and took place in six UMC sites: Durham, Los Angeles, Milwaukee, St. Louis, San Diego, and Worcester. The project was designed to help the six districts develop the leadership capacities of middle and high school teachers, to develop ways to put that teacher leadership into the service of district mathematics reform, and to provide models of professional development that can support the kinds of teacher learning and capacity building that mathematics reform demands. Professional development in LUMR emphasized the development of algebraic thinking across middle-and high-school grades. In each site, two cohorts of teachers (each cohort an even mix of middle and high school teachers) spent two years apiece meeting monthly in study groups, wherein they worked on mathematics that highlighted algebraic thinking, analyzed student work, and developed leadership plans. Over the term of the project, approximately 200 teachers participated.

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