This study compared two versions of professional development (PD) designed for teachers using formative assessment (FA) in mathematics classrooms that were networked with Texas Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV group. The FA-then-NAV group received PD in formative student assessment in the first year and PD in using networked classroom technology for formative assessment in the second year. The FA-and-NAV group received PD in using networked technology to implement formative assessment in two consecutive years. We examined the change of teachers' self-reported knowledge of formative assessment, self-efficacy in formative assessment, and attitudes toward the use of technology, as well as their evaluations of the two PD versions, by surveying the teachers at pretest, after Year 1 training, after Year 2 training, and after Year 3 (without training). We found significant growth in knowledge about general assessment, knowledge about formative assessment, self-efficacy in formative assessment, value of technology, and confidence in classroom technology for each version. While no significant differences were found between the two versions on the measured constructs at the end, different growth trajectories were observed in each group over the three years. The majority of the teachers reported that they preferred the FA-and-NAV PD version.

This paper is a report on the work to create a digital curriculum for struggling students. The Curriculum Research & Development Group developed A Modeling Approach to Algebra, a curriculum designed and developed to support ninth-grade students taking Algebra I. Technology that provides the opportunity to interact with dynamic representations of concepts for classroom instruction is integrated throughout the curriculum both for teacher and student use. In addition to the inclusion of technology within the curriculum, the curriculum package is available digitally. Specifically, PublishViewTM created by Texas InstrumentsTM, was used as the vehicle to provide access to student pages, annotated student notes, teacher notes, and links to technology for explorations outside of the classroom.

This paper reports on a three-year project funded by the National Science Foundation that investigated feasible models of implementing formative assessment using networked technology in seventh-grade mathematics classrooms. It compares the effects of two different sequences of professional development that focused on both formative assessment and networked technology. Data were collected on student achievement and teacher’s content knowledge for teaching, knowledge and self-efficacy of formative assessment, and knowledge and use of technology. While there were no differences in student achievement between the two models, there were significant differences found in other variables that are of interest to and use for those designing professional development programs. Introduction and Theoretical Framework Formative assessment has been shown to produce learning gains for students across ages and subjects ( Black, Harrison, Lee, Marshall, & Wiliam, D. 2004; Black & Wiliam 1998a; 1998b; Wiliam, Lee, Harrison, & Black. 2004), but it is challenging to use effectively (Ruiz-Primo & Furtak 2006; Shavelson, et al. 2006; Yin 2005). To overcome major hurdles to utilizing formative classroom assessment such as the collection, management, and analysis of data, various aspects of technology are viewed as a possible solution (Roschelle, Penuel, & Abrahamson 2004). Classroom-networking technology that can collect, manage, and display data from formative assessment provides opportunities for teachers of use rapid cycles of feedback to improve ongoing classroom activity in real time. Researchers found that in classrooms using a TI – NavigatorTM, a classroom networked system developed by Texas Instruments that wirelessly connects each student’s calculator to a classroom computer, formative assessment could be conducted efficiently and anonymously and results used effectively by the teacher to enhance classroom instruction (Mackay, Olson, & Slovin 2006; Dougherty, Akana, Cho, Fernandez, & Song. 2005). However, using technology to implement formative assessment practices has also proven to be a challenge (Owens, Pape, Irving, Sanalan, Boscardin, & Abrahamson, 2008). Owens, Demana, Abrahamson, Meagher & Herman (2004) found teachers in TI – Navigator classrooms were perceived as more responsive to individual needs, more focused on knowledge building and assessment, and more community centered.

This paper reports on two different models of professional development that were created to investigate the use of formative assessment in a networked classroom. Participants were divided into two groups with one group receiving formative assessment without networked technology in the first year while the second group received formative assessment along with technology. Data was gathered on participants' knowledge of formative assessment and their attitudes toward the use of technology.

This paper examines differences in the use of cognitively demanding language among four types of child-parent dyads (daughter-mother, son-mother, daughter-father, son-father) working together on mathematical tasks in number, algebra, and geometry. Parents and their children from third and fourth grade classrooms participated in the study. This paper reports on 20 of the 110 child-parent dyads that represent 10 children for which both the mother and father participated. These dyads are balanced by gender of the parent and of the child.

This research report examines communication patterns between parents and children they work together on three different mathematical tasks. The paper discusses the theoretical foundations of the project, pilot efforts involved in the construction of mathematical tasks and videotaping, development and validation of survey instruments, and techniques examined and used to analyze the communication between parents and children and to categorize the dialog into low to high cognitively demanding language on the part of parents. Sample transcripts are provided.

The goal of the “Problem Solvers” department is to foster improved communication among teachers by presenting one problem each month for teachers of grades K–6 to try with their students. Pose the problem to your students, reflect on their work, analyze the classroom dialogue, and share your analyses with others by submitting the resulting insights to this department. Every teacher can help us all better understand children's capabilities and thinking about mathematics with their contributions to the journal. Remember that even student misconceptions are interesting and provide insights into the teaching, learning, and assessment processes.

The goal of the “Problem Solvers” department is to foster improved communication among teachers by posing one problem each month for K–6 teachers to try with their students. Pose the problem, reflect on your students'work, analyze the classroom dialogue, and share your analyses with others by submitting the resulting insights to this department. Every teacher can help us all better understand children's capabilities and thinking about mathematics with their contributions to the journal. Remember that even student misconceptions are interesting.

The goal of the “Problem Solvers” department is to foster improved communication among teachers by posing one problem each month for K—6 teachers to try with their students. Every teacher can become an author: pose the problem, reflect on your students'work, analyze the classroom dialogue, and submit the resulting insights to this department.