We report on a teacher development program aimed at improving mathematics teaching and learning from grades 5–9. The 18-month largely online program arose from a partnership of mathematics education researchers, mathematicians, physicists, and nine school districts. The program employed functions as a lens to reinterpret and interconnect content topics in the mathematics curriculum. It was designed to promote a deep understanding of mathematics while drawing upon students’ spontaneous reasoning, generalizations, representations, and discussions about relations between physical quantities and numbers. We describe the program’s foundations and activities and analyze changes in teaching and in student learning during 3 years of implementation. Results suggest that the teacher development program contributed to improved teaching in the target districts and to positive changes in the performance of target district students on state-mandated tests.

我们报告了一项旨在改善5-9年级数学教学的教师发展计划。这个为期18个月的在线课程是由数学教育研究人员，数学家，物理学家和九个学区合作建立的。该程序采用的功能是重新解释和互连数学课程中的内容主题。它旨在促进对数学的深入理解，同时借鉴学生的自发推理，概括，表示形式以及有关物理量和数字之间关系的讨论。我们描述了该计划的基础和活动，并分析了实施3年期间在教学和学生学习方面的变化。