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From the perspective of teacher professional development, the long-term goal of reform in math and science education can be framed as the creation of environments where teaching becomes a generative activity. In these environments teachers routinely deepen their understanding of students' reasoning in specific mathematics and science domains. The critical elements required to accomplish this goal are that teachers make their classrooms sites for their own learning and that they have the opportunity to participate in professional teaching communities that support teaching for understanding. These findings result from an eight-year project in which  teachers and schools worked with researchers at WCER's National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA) to create and study classrooms in which compelling new visions of mathematics and science are becoming the norm.

More information is available at: http://www.wcer.wisc.edu/ncisla/research/powerful.html.