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| Research, Development and Evaluation Projects Current Projects Content Development to Teach Mathematical Investigations (2009-present) This project, supported by over $2.6 million from the U.S. Department of Education/North Carolina Department of Public Instruction Mathematics Science Partnership Program is providing over 80 hours of professional development to teachers in Kannapolis City and Charlotte-Mecklenburg Schools. The program supports teachers' development of mathematics content knowledge and their use of standards-based pedagogies. This project will include 60 teachers in Year One (2009-2010) and 210 teachers in Year Two (2010-2011) and 280 teachers in Year Three (2011-2012). As part of the evaluation, we are examining the influence of the professional development on teachers' content knowledge, beliefs towards mathematics, instructional practices, and their students' achievement. Scholarship: Polly, D., Wang, C., McGee, J. R., & Lambert, R. G. (2011, April). Evaluation of a mathematics professional development program focused on supporting standards-based curriculum implementation. Concurrent session presentation given at the 2011 Annual Meeting of the American Educational Research Association: New Orleans, LA. Wang, C., Lambert, R. G., McGee, J. R., & Polly, D. (2011, April). Implementation of a standards-based mathematics curriculum in elementary classrooms: A program evaluation perspective. Roundtable presentation given at the 2011 Annual Meeting of the American Educational Research Association: New Orleans, LA.
Polly, D. & McGee, J.R. (2010, October).
Examining teachers’ enactments
of standards-based mathematics curricula: The influence of
professional development. Concurrent session presentation given
at the School Science and Mathematics Association Annual Convention:
Fort Myers, Florida. Polly, D. & Bissell, B. (2010, January). Content development for mathematical investigations. Presentation given at the U.S. Department of Education Mathematics Science Partnerships Conference: Washington, D.C. PDF. Teaching Mathematics with Power (TMAP) (May, 2009-present) This project, supported by $250,000 from the North Carolina NC Quest for Teacher Leadership Initiative is a partnership with Kannapolis City Schools. The project provides over 100 hours of professional development to elementary school teachers with a focus on standards-based pedagogy- specificially the use of mathematically rich tasks and high-level questions. As part of the evaluation, we are examining the impact of the professional development on teachers' content knowledge, beliefs and instructional practices. Scholarship: Polly, D., Pugalee, D.K. & Neale, H. (under review). Examining the influence of pedagogy-based elementary school mathematics professional development on teacher characteristics. Neale, H. (2011). Using the contextualized interaction model to examine change in teacher beliefs. Unpublished doctoral dissertation. UNC Charlotte. Neale, H.W., Polly, D., & Pugalee, D.K. (2010, November). Using the contextualized interaction model to examine change in teacher beliefs. School Science and Mathematics Conference, Fort Myers, FL. Technological Pedagogical and Content Knowledge (TPACK) in Mathematics (2006-present) This line of research examines how teachers develop and enact TPACK in their mathematics teaching.
Scholarship Polly, D. (2011). Developing Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) through Mathematics Professional Development. The International Journal of Technology in Mathematics Education, 18(2), 83-96. Polly, D. (2011). Examining teachers’ enactment of technological pedagogical and content knowledge (TPACK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59.
Polly, D., McGee, J. R., & Martin, C. S.
(2010). Employing technology-rich mathematical tasks to develop
teachers’ technological, pedagogical, and content knowledge (TPACK).
Journal of Computers in
Mathematics and Science Teaching,
29(4), 455-472. Polly, D. & Brantley-Dias, L. (2009). TPACK: Where do we go now? Tech Trends, 53(5), 46-47. Polly, D., & Mims, C. (2009). Designing professional development to support teachers’ TPACK and integration of Web 2.0 technologies. In T. Kidd & I. Chen (Eds.). Wired for Learning: Web 2.0 Guide for Educators, (pp. 301-316). Charlotte, NC: Information Age Publishing. Exploring Mathematical Tasks This project, partially supported by a UNC Charlotte Faculty Research Grant, examines my support of teachers' efforts to enact worthwhile mathematical tasks in their classroom. Taking on the role of a mathematics coach, I co-planned and co-taught with teachers, and collected data about their practices and their students' learning.
Scholarship: Polly, D., & Ruble, L. (2009). Learning to share equally. Teaching Children Mathematics, 15(9), 558-565. Vignettes of Standards-Based Mathematics Teaching Polly, D., Yantis, T., & Hill, T.Y. (under review). Composing and decomposing shapes in 1st and 2nd grade classrooms. Polly, D. (2011). Technology
to develop algebraic reasoning.
Teaching Children Mathematics,
17(8), 473-478. Polly, D., & Ruble, L. (2009). Learning to share equally. Teaching Children Mathematics, 15(9), 558-565.
Erbas, A., Ledford, S., Orrill, C., Polly, D. (2005). Promoting
problem solving across geometry and algebra by using technology.
The Mathematics Teacher, 98 (9), 599-603.
Erbas, A., Ledford, S., Orrill, C.
H., & Polly, D., (2004). Engaging students through technology.
Mathematics Teaching in the Middle School, 9, 300-305.
Past Projects Teachers' Enactment of Practices Emphasized in a Technology-Related Learner-Centered Professional Development Program. (August, 2005-August, 2006) My dissertation study examined the extent and manner that teachers enact the practices emphasized in a learner-centered professional development program. The current context is a professional development project aimed at supporting participants' implementation of worthwhile mathematical tasks and technology in their classroom. Research methods include videotaping participants' mathematics instruction, conducting interviews and examining student work samples. Scholarship: Polly, D. & Hannafin, M.J. (in press). Examining how learner-centered professional development influences teachers’ espoused and enacted practices. Journal of Educational Research. Polly, D. & Hannafin, M.J. (in press). Reexamining technology’s role in learner-centered professional development. Educational Technology Research and Development. Polly, D. (under review). Developing elementary teachers' TPACK through exploring mathematical tasks. Dissertation: Chapters 1-3, Chapters 4-5, References and Appendices
InterMath is a National Science Foundation-funded project for middle grades mathematics teachers. The
project has three primary goals: developing participants' mathematical content knowledge,
develop their skills with mathematical-related technologies (e.g. spreadsheets, Geometer's SketchPad, graphing software). Responsibilities include conducting research related to the program. Other duties include maintaining and developing a website of technology-rich mathematical investigations and other professional development materials, designing and implementing train-the-trainers sessions, and providing technical support for InterMath instructors. Scholarship: Bleich, L., Ledford, S.D., Orrill, C.H., & Polly, D., (2006). An analysis of the use of graphical representation in participants’ solutions. The Mathematics Educator, 16(1), 22-34. PDF. Polly, D., Orrill, C.H., Ledford, S., Bleich, L. (2005, October). InterMath-GPS: Addressing teachers' needs with the design of a learner-centered professional development course. Presentation given at the Association for Educational Communications and Technology International Conference: Orlando, FL. PDF.
Evaluating the Impact of PT3 Projects (October, 2005 - January, 2008) I collaborated with colleagues to analyze PT3 projects designed to impact teacher education programs by improving the technology-related experiences in both methods courses, field experiences and faculty support. Scholarship:
*Polly, D.,
Mims, C., Shepherd, C.E., & Inan, F. (2010). Evidence of impact:
Transforming teacher education with preparing tomorrow's teachers to
teach with technology (PT3) grants. Teaching and Teacher
Education, 26, 863-870. Polly, D., Mims, C., Inan, F., & Shepherd, C. (in press). Evaluating the impact of PT3 projects focused on methods courses and field experiences. In W. Hienecke (Ed.), Evaluation of Preparing Tomorrow’s Teachers to Teach with Technology Grants. Information Age Publishing.Mims, C., Polly, D., Shepherd, C., Inan, F. (2006). Examining PT3 projects designed to improve preservice education. Tech Trends, 50(3), 17-24. PDF. Tracing Preservice Teachers' Views of Technology Integration. (January 2004-2006)
Scholarship: Polly, D. & Shepherd, C. (2005, April). Understanding pre-service teachers' impressions of technology's role in education. Paper presented at the 2005 American Educational Research Association's Annual Meeting: Montreal, Canada. Contribution: 50%. Slides in PDF form.
Evaluation of Georgia's Dept. of Education Title II-D Initiative, Enhancing Education Through Technology. December 2003-present. The Title II-D Initiative is a comprehensive professional development program that is providing technology and professional development in order to support teachers' integration of technology in mathematics in Title II schools. My primary duties have involved aligning norm-based, criterion-referenced and performance-based assessments to Georgia's mathematics standards, designing and collecting survey data and running analyses on quantitative data. Additional duties include co-writing evaluation and yearly reports for the Georgia Department of Education.
Technology Integration in Mathematics. University of Georgia (November 2002-May 2004) The Impact of Open-ended Learning Activities on Mathematics Student Achievement Evaluation of My Community CD-ROM (August-December, 2004) Arizona State University's NETS Video Project (September, 2004)
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