Texas SEED

Our Supporting Effective Educator Development Grant, Texas SEED (grant # S423A220084), aims to develop middle grades classrooms that provide students with equitable access to high-quality mathematics teaching, learning, and resources. Our goal is to increase the number of middle grades mathematics teachers who have the capacity and confidence to lead social-emotional learning, equity, and technology integration in mathematics teaching and learning. Participating teachers are engaged in three components of Texas SEED.

Component 1	Created, implemented, and reflected on multiple lessons that integrate mathematics content, social and emotional learning, and equity.
Component 2	Completed a Master of Education in Curriculum and Instruction with Mathematics Education emphasis.
Component 3	Integrated Texas Instruments technology in their classrooms and lessons.

We use the evidence-based Technological Pedagogical and Content Knowledge(TPACK) framework (Mishra & Koehler, 2009 ). According to this framework, teachers need to understand, blend, and integrate three specific types of knowledge:

Pedagogical knowledge refers to different techniques or methods used in the classroom. Deep pedagogical knowledge facilitates teachers’ understanding of how students construct knowledge, acquire skills, and develop positive dispositions towards learning (Mishra & Koehler, 2009). Second, content knowledge is critical. When teachers do not have the content knowledge, students can develop misconceptions and receive incorrect information (Pfundt & Duit, 2000). Third, technological knowledge, as defined by the Committee of information Technology Literacy of the National Research Council (National Research Council, 2000), refers to mastery of information technology  for information processing, communication, and problem solving (Mishra & Koehler, 2009).

Texas SEED teachers acquired pedagogical knowledge as they learned about mathematics, social and emotional learning, and equity through professional development. Furthermore, the Master of Education coursework-built teachers’ mathematics content knowledge. Finally, the Texas Instruments technology and associated Texas Instruments coaching-built teachers’ technology knowledge. Each of the three components are necessary and mutually influence one another to build teachers’ capacity.

National Research Council (2000). How people learn: Brain, mind, experience and school. National Academy Press.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
https://doi.org/10.1111/j.1467-9620.2006.00684.x

Pfundt, H., & Duit, R. (2000). Bibliography: Student’s alternative frameworks and science education (5th ed.).University of Kiel.