Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership.

Abstract

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science Partnership (MSP) grant, which was funded by the Federal Department of Education. The MSP is aimed at improving the content knowledge of mathematics teachers regarding the implementation of threedimensional (3-D) solid modeling in the mathematics classroom; the ultimate goal is to improve students’ learning in mathematics. The premise for this professional development grant can be found in the literature that suggests that there is a significant positive relationship between spatial visualization abilities and mathematical performance. Also, the literature implies that spatial ability and visual imagery play vital roles in mathematical thinking. Further, the professional development program maintains that spatial visualization and reasoning are core skills that all students should develop. Eight mathematics teachers from the PPSD and the LEA’s Mathematics Coordinator completed over 80 hours of professional development geared toward the improvement of teaching mathematics; they used 3-D solid modeling software (SolidWorks, 2009) during the summer and fall semesters of 2009 and during the spring 2010 semester, these teachers conducted action research projects based on their professional development. Formative and summative evaluation techniques were developed and