Mathematics Professional Development for Elementary Teachers: Examining Teachers’ Capacity for Growth in Mathematical Knowledge for Teaching

• In Event: Mathematical Teachers’ Beliefs and Knowledge

Abstract

What types of mathematics professional development foster growth in teachers' mathematical knowledge for teaching? While there is widespread agreement regarding the features of “high quality” professional development, such as being long-term, and content-focused, the empirical basis for these features is weak. Research is needed to better understand the relationship between mathematics professional development and teacher growth. In this paper, we report findings from the Making Algebra Accessible Project, a study that examined growth in elementary teachers’ mathematical knowledge for teaching in the area of algebraic reasoning, over a two-year period. Findings from the study provide further evidence that long-term, content-focused mathematics professional development can have a significant effect on teachers’ mathematical knowledge for teaching.

Authors

• Stacy Ann Brown, Cal Poly Pomona

• Wayne Snyder, Claremont Graduate University

• Lorelei R. Coddington, Biola University

• Kristen Baldridge, Claremont Graduate University

• Becky Orona, Claremont Graduate University