A Reflection on the Process and Value of Studying Our Own Professional Growth What will you research next? Choose one lesson, one where your students routinely struggle, or one you would like to teach more effectively. My goal is to use this model of action research on an additional topic in the upcoming year. It is important to recognize that we as teachers are constantly learning, growing and developing professionally. "Consider instead a teacher who is not an actor, but openly a learner, a researcher with a deep desire to understand more about what is learned and how it is learned, a desire that is contagious to young learners nearby"(Mohr, 1994, p.21). Michelle Branstetter michelle.e.branstetter@lonestar.edu Lone Star College System Conroe, Texas Dr. Beth Cory bcory@shsu.edu Department of Mathematics & Statistics Sam Houston State University Huntsville, Texas References: Benson, C., & Buerman, M. (2007). The inverse name game. Mathematics Teacher, 101(2), 108-112. Connally, E., Hughes-Hallett, D., & Gleason, A.M. (2015). Functions modeling change: A preparation for calculus (5th Ed.) Danvers, MA: John Wiley & Sons. Eisenhower Clearing House (ENC) for Mathematics and Science Education. (2000). Ideas that work: Mathematics professional development. Columbus, OH: Author. Foong, P. Y., & Ee, J. (2002). Enhancing the learning of underachievers in mathematics. Association for Supervision and Curriculum Development (S'pore) Review, 11(2), 25-35. Loucks-Horsley, S. (2003). Curriculum development and adaptation. In S. Loucks-Horsley (Ed.), Designing professional development for teachers of science and mathematics (pp. 79 - 85). Thousand Oaks: Corwin Press. Lim, K. (2016). Fostering algebraic understanding through math magic. Mathematics Teacher, 110(2), 110-118. Maida, P. (1997). Can you guess my number? Mathematics Teacher, 90(2), 114-117. Mohr, M. (1994). Teacher-researchers at work. The English Journal, 83(6), 19-21. Norton, L. (2019). Action research in teaching and learning. New York, NY: Routledge. Raymond, A. & Leinenbach, M. (2000). Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher's development. Educational Studies in Mathematics, 41(3), 283-307. Teuscher, D., Palsky, K., & Palfreyman, C. (2018). Inverse functions: Why switch the variable? Mathematics Teacher, 111(5), 374-381. Wilson, F., Adamson, S., Cox, T., & O'Bryan, A. (2011). Inverse functions: What our teachers didn't tell us. Mathematics Teacher, 104(7), 500-507. WTHI-TV. (2016, May 31). Try out a cricket thermometer [Video]. YouTube. https://youtu.be/OvhafUUu-M0 "It is important we show children who and what they can be." 12 | Fall/Winter 2020 ~ Raegan Higgins Texas Mathematics Teacherhttps://youtu.be/OvhafUUu-M0

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