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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Bibliographic Details
Published inProfessional development in education Vol. 35; no. 2; pp. 279 - 283
Main Authors Jones, Elizabeth, Hampton, Eric M., Brown, Elizabeth M., Leinenbach, Marylin T.
Format Journal Article
LanguageEnglish
Published Routledge 01.06.2009
Subjects
Algebra
Attitude Change
Developmentally Appropriate Practices
Faculty Development
Grade 4
Grade 5
Grade 6
Knowledge Base for Teaching
Mathematical Concepts
Mathematics Education
Pedagogical Content Knowledge
Pretests Posttests
Problem Solving
Researchers
Teacher Attitudes
Teacher Expectations of Students
Teaching Skills
Workshops
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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.
ISSN:1941-5257
1941-5265
DOI:10.1080/13674580802295823