All teachers should be involved in
• continuing to learn and do mathematics
• analyzing and refining classroom practice
• becoming resources to colleagues and the profession.

Each of these goals is reflected in the three strands that comprise the summer courses and activities.

1. Applications of Algebra and Geometry to the Craft of Teaching

   How do you generate Pythagorean triples?  Scalene triangles with integer side-lengths and a 60-degree angle?  Cubic polynomials with integer zeros and extreme points? Triangles on the Cartesian plane whose vertices have integer coordinates and whose side lengths are integers?   A mathematical analysis of how to design problems that "come out nice" leads to investigations into foundational ideas from number theory, algebraic geometry, and analytic geometry. We'll use this theme as a springboard into investigations of the structure of different algebraic systems and geometric curves. This applied mathematics — choosing and designing tasks — is mathematics applied to the work teachers do.

2. Reflecting on practice: Connections to Research (1 hour per day, 5 days per week, plus opportunities for informal sessions in late afternoon and evenings.)

   Participants will consider research related to teaching and learning mathematics and reflect on the implications of this research for what takes place in classrooms. The discussion will be grounded in the development of lessons, student work, and classroom practice. Participants will work collaboratively to develop teaching and learning resources in order to implement ideas from their discussion.  The focus will be on teaching strategies that enable students to learn mathematics.

3. Working Groups (2 hours, 4 days a week)

   As part of their summer activities, each participant selected for the 2008 Secondary School Teacher Summer Program will be assigned to a small subject-specific Working Group, which will prepare an activity or resource for the profession (with the associated mathematics) for piloting during the following year. The working groups are:

   • Reasoning from Data and Chance
   • Exploring Discrete Mathematics
   • Investigating Geometry
   • Learning from Teaching Cases
   • Implementing Lesson Study
   • Visualizing Functions
   • Algebraic and Analytic Geometry

   Note that these topics may change before the Summer Session. All participants will be notified of any changes.

   The Working Groups will collaborate with others in their group to produce some product that can be shared with others at PCMI and across the larger mathematical education community. Each working group is composed of a small group of teacher participants and a resource person. The group works together to research existing classroom materials and techniques, technologies, and other materials related to the topic, for dissemination and eventual publication by PCMI. The focus of the work should be on:

   • creating and elaborating meaningful tasks
   • designing activities to extend content knowledge
   • illustrating the use of technology as a way to enhance learning and teaching

   Applicants should rank their first, second, and third choice of Working Group on the application form. After applicants are accepted and named to a Working Group, some preparation in the form of reading or materials review may be suggested by working group leaders.

   Click here for a more in-depth description of each working group.

Click here for information & for Professional Development and Outreach (PDO)Groups currently active.

Click here for Alumni Groups.

Click here for Affiliated Programs.