A model for professional development with a strategy for improving mathematics problem solving performance

U.S. middle school students have difficulty understanding and solving mathematics word problems. Literature shows that U.S. students' mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves.;To put this research into practice, this researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy. Scaffolding Tools, developed by this researcher and based on research in the field, are used in the Strategy. The Tools, reviewed and critiqued by mathematics experts, are a Protocol for analyzing and solving a mathematics word problem and a Worksheet for creating authentic mathematics word problem. They provide an organized approach, insight into misconceptions, and can be used to track student performance improvements. Rubrics were created to assess progress in student performance as a result of using the Scaffolding Tools.;The PDM is a 5-day Summer Institute with Technology and Mathematics workshops. Its design is based on this researcher's assumptions that what is learned in the workshops will be transferred to practice if mathematics, science, language arts, and technology teachers (who teach the same students) work together in groups, and if teachers take on the role of their students. This researcher further assumes that urban middle school students can use technology to demonstrate an understanding of mathematics concepts, and that student mathematics performance may improve by learning to solve mathematics word problems and create authentic mathematics word problems. Design of the PDM was based on the Darling-Hammond and Ball five premises.;A Summer Institute Pilot was conducted, to test the Scaffolding Tools and evaluate this researcher's assumptions and the Darling-Hammond and Ball five premises adapted for the PDM. Teacher work products, prepared while using a student persona, are examined. Feedback from the Pilot informed development of the PDM and refinement of the Scaffolding Tools.