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During my visit, I saw ample evidence of deliberate planning by the program leaders to model the stated objectives as well as the underlying spirit of the NCTM Standards . . . In all three episodes during my visits, multiple strategies were solicited, explained by the in-service teachers, and then elaborated and extended by the leaders. In addition, this grant program clearly offers a learning environment that is simultaneously challenging and supporting . . .
Beyond the NCTM Standards, I observed classroom teachers that were excited about learning deeper connections in mathematics and seemed prepared to take their newly acquired knowledge into their own classrooms . . .
Based upon my observations and analysis of my site visit, I am very impressed by the careful planning and effective implementation of the learning activities used in these workshops. Even more important, the in-service teachers showed evidence of deeper understanding of mathematical concepts such as tilings, transformations, and the generalization of geometric patterns. Finally, the reports of several in-service teachers document the success of this grant program in making an impact in the teaching and learning that occurs in the classrooms of local elementary and middle schools.
On May 2, 2002, at Brooks Elementary School, DeKalb, Illinois, I observed a session of an Eisenhower Professional Development Program, Measuring Up: An Elementary and Middle School Experience. The session, conducted by Dr. Ellen Hines, was called "Exploring geometric measures by using tangrams and tessellations" . . .
Several conclusions can be made based on this observation. First, and foremost, the teachers participating in the tessellation activity were profoundly engaged in mathematical processes. Their demonstrated mathematical behaviors included making conjectures based on observations. The teachers then tested their conjectures. Some conjectures were dismissed because they did not hold up to further observations. The teachers attempted to make algebraic and geometric arguments to support the conjectures they believed to be true. They wanted to convince themselves that what they had discovered was true. Second, the teachers were interested in and discussed how the tessellation activity could be adapted for use in their own classrooms. Finally, the teachers recognized sound teaching practices that they can emulate in their classrooms.
In the elementary and middle schools of DeKalb, the Measuring Up project continues to assist the district by providing a basis for many aspects of reform in mathematics education. DeKalb elementary and middle school teachers involved in this project were able to more fully experience some of the changes recommended by groups such as the NCTM. Group work and networking by the participants was again a major contributor to the success of the project. Through group discussions, individuals were able to improve the confidence they had in their own ability. Participants enhanced their knowledge of mathematics and improved their confidence with the subject as well as instructional approaches. As testimony, one participant wrote "I feel that my experiences in the Measuring-Up program have made a positive impact on my teaching of mathematics in my classroom. The design of the class was such that I was meeting with colleagues, being exposed to a variety of hands-on math activities, and feeling that it's okay to make mistakes. I know that I am now a more competent teacher of mathematics." Another wrote "Overall, I feel fortunate to be a part of this project. It has made me more aware and sensitive to my students' mathematical ways of thinking. It has made me grow as a teacher by expanding my skills. Knowing that this project is in line with national and state standards makes me feel confident that I am on the right path as an educator."