Zandra de Araujo (University of Florida), Amber Candela (University of Missouri, St Louis), and Paul Wonsavage (University of Florida) join Sam Otten (University of Missouri, Columbia) to discuss their NSF-funded project entitled Practice-Driven Professional Development (PDPD). They share thoughts on why they are pursuing an incremental approach rather than a transformational approach in supporting math teachers.

• PDPD web articles about incremental PD (URL: https://practicedrivenpd.com/blog/)
  • Mathematics Teacher PD: A Paradox and a Contradiction Walk into the Classroom
  • Why Transformational PD Hasn't Worked at Scale 
  • Why Incremental PD is Worth Trying
• Sample nudges shared at AMTE 2024 (more coming in Fall 2024)
• PDPD;s PME-NA article on our foundations of incremental PD
• Jon Star's essay on incremental changes in instruction
• Call for submissions to the special issue on incremental PD in Education Sciences (URL: https://www.mdpi.com/journal/education/special_issues/YBV49M7Q71)

Views expressed here are those of the individuals and do not necessarily reflect the perspectives of the National Science Foundation.

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