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Pathways to Calculus
The Pathways to Calculus: Disseminating and Scaling a Professional Development Model for Precalculus Level Instruction Phase II MSP involves four Core Partners; Arizona State University, as the lead, and the Mesa, Chandler, and Scottsdale school districts. Supporting partners are: Brigham Young University, the University of Northern Colorado, the University of Georgia, Northern Arizona University, and Scottsdale Community College.

This Phase II project builds on the work of Project Pathways, a targeted MSP that identified attributes of professional development for secondary mathematics and science teachers that resulted in substantive and sustained improvements in student learning, as documented by student performance on district exams, state exams and research-based tools. The Phase II project leverages the research-based processes and tools that emerged in Phase I research to be highly effective for shifting teachers' instruction to be more inquiry-based and conceptually oriented.

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Project Contributions

Implementing Pathways Curriculum: What Are We Learning from In-Service and Pre-Service Teachers to Inform and Modify Project Resources?
"Our project's findings from Phase I and II interventions provide two keys important for implementation of the Pathways curriculum (i) teachers must have a deep understanding of the mathematics they…
Classroom Rules of Engagement
Posted by: Justin Hoffman. Classroom Rules to help engagement and learning practices with students
ASU Student Interview about Project Pathways Experience
Posted by: Justin Hoffman. This student details her past experiences with mathematics in high school, and about her positive experience with the Project Pathways materials.
Project Pathways Overview: Teachers, Administrators, and Results
Posted by: Justin Hoffman. This five minute video highlights teachers using Project Pathways materials and their results, along with administrator feedback, and research results from the Project Pathways data.
Coherence, Quantitative Reasoning, and the Trigonometry of Students
Posted by: Justin Hoffman. Over the past five years I have sought to better understand student thinking and learning in the context of topics central to trigonometry, including angle measure, the unit circle, trigonometric…
Students' images of problem contexts when solving applied problems
Posted by: Justin Hoffman. This article reports findings from an investigation of precalculus students approaches to solving novel problems. We characterize the images that students constructed during their solution attempts and describe the degree…
The Unit Circle and Unit Conversions
Posted by: Justin Hoffman. While the unit circle is a central concept of trigonometry, students' and teachers' understandings of trigonometric functions typically lack connections to the unit circle. In the present work, we discuss…
The Influence of a Teacher's Decentering Move on Students Engaging in Reflective Thinking
Posted by: Justin Hoffman. Research has identified mathematical knowledge for teaching (MKT) as specialized knowledge that contributes to a teacher's ability to teach for understanding. This report discusses one teacher's (Claudia) MKT as she…
Pathways to Calculus: Disseminating and Scaling a Professional Development Model for Algebra through Precalculus Teaching and Learning
Posted by: Alan O'Bryan. Project Pathways is a Phase II targeted MSP that identified attributes of professional development for secondary mathematics and science teachers that resulted in substantive and sustained improvements in student learning,…