Impacting teacher mathematical knowledge and attitudes with grade-appropriate methods
Sixty-five fourth-grade, fifth-grade and sixth-grade teachers in the Midwestern United States participated in professional development opportunities designed to increase their mathematics content knowledge and pedagogical knowledge over a two-year series of workshops. Through the use of pre-tests an...
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Published in | Professional development in education Vol. 35; no. 2; pp. 279 - 283 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Routledge
01.06.2009
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Subjects | |
Online Access | Get full text |
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Summary: | Sixty-five fourth-grade, fifth-grade and sixth-grade teachers in the Midwestern United States participated in professional development opportunities designed to increase their mathematics content knowledge and pedagogical knowledge over a two-year series of workshops. Through the use of pre-tests and post-tests assessing content knowledge and pedagogical knowledge, the researchers show that teachers can increase both content and pedagogical knowledge through professional development using grade-appropriate methods. In addition, researchers found that teachers showed positive changes in five areas of beliefs and attitudes, including perceptions of student ability in mathematics. Taken together, these changes indicate a strong potential for changes in classroom practices. |
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ISSN: | 1941-5257 1941-5265 |
DOI: | 10.1080/13674580802295823 |