Presenters will provide a model of job-embedded professional development used to support the teaching of algebraic reasoning in middle school. We will explore how the use of context and representations enhanced content and pedagogical content knowledge to help support learners as they move from the concrete to the abstract.My co-presenters (Esther Huntzinger Billings and Mary Scott) and I struggled in developing the final presentation because things had not gone according to plan since we submitted the proposal last spring. Still, we were able to talk about what worked, what didn't, how we adjusted, and where we are headed. Under the circumstances, I think it went well. Here, see for yourself:
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