Math Content Knowledge May Not Be Enough for the Development of Math Teacher Leadership

• In Event: Roundtable Session 116
  In Roundtable Session: Leadership and Learning Roundtable

Abstract

This study aimed at seeing whether there was any relationship between the math content knowledge and teacher-leadership development of participants in a three-year professional development project that aimed at increasing participants’ math content knowledge and teacher-leadership activities. We found that although participants’ math content knowledge generally increased following participation in math content courses, and those participants who entered the program playing limited leadership roles increased their leadership activities following the leadership component of the program, there was no significant relationship between math content knowledge and teacher leadership activities. This suggests that increased math content knowledge is possibly a necessary but certainly not a sufficient component of math teacher-leadership.

Authors

• Serigne Mbaye Gningue, Lehman College - CUNY

• Roger Peach, Lehman College - CUNY

• Barbara C. Schroder, The Graduate Center - CUNY