Missions and Goals

Mission of CIMAA: To improve student achievement in mathematics by providing professional development (PD) for in-service teachers of grades K – 14 in Arizona; and to act as a bridge between the community of practitioners and the research community.  The Center provides research-based instructional techniques that are designed to increase teachers’ content knowledge, pedagogical knowledge, and classroom practices that promote deep, well-connected student understanding.

The foundational theme for all PD is focused on increasing teachers’ problem-solving abilities and use of best practices in mathematics and experiencing first-hand the learning experiences and instructional techniques that will serve their students’ learning needs.

During the past eight years mathematics faculty at SCC have participated in state and nationally funded projects (Math Science Partnerships (USDOE) and NSF’s Teacher Professional Continuum) providing PD to teachers of grades K – 12.  The programs offered by the Center develop a deep foundation of usable knowledge and skills as demonstrated by teachers’ growth in these areas:

  • Understanding student thinking and developing classroom lessons based on knowledge of students’ misconceptions and poorly-formed conceptions;
  • Fluency of content and pedagogical knowledge of mathematics;
  • Productive problem-solving behaviors and application of mathematical concepts which promote increased conceptual understanding of mathematics;
  • Reasoning and sense-making behaviors;
  • Intellectual engagement in mathematical discourse that involves explanation and justification;
  • Enhanced knowledge and implementation of 2010 Common Core Mathematics Standards;
  • Development and implementation of curricular materials to provide effective learning experiences for students.
  • Focus on a set of coherent mathematical concepts for classroom instruction.

During the PD training, facilitators engage teachers in classroom activities, as promoted by the 2010 Common Core Standards Initiative and NAEP (2007) that:

  • Develop a foundation of computational fluency to support the comprehension of relevant mathematical concepts;
  • Utilize sense-making to develop an understanding of concepts and related procedures;
  • Engage students intellectually in mathematical discourse that involves explanation and justification of mathematical reasoning through the use of tools such as graphs, notation, and
    mathematical terminology to provide evidence of understanding;
  • Apply mathematical concepts and tools that foster effective problem-solving habits of mind (Cuoco, Goldenberg, & Mark, 1997).
  • Require students to develop complete, coherent mathematical arguments that convince the reader/listener of the validity of the answer.