Measuring District-Wide Growth in Learning and Teaching Mathematics

• In Event: Teaching Professional Learning in Mathematics

Abstract

This paper describes the use of a set of instruments designed to document teachers’ growth in three areas during professional development: their content knowledge for teaching, their proclivities for teaching math including habits of mind, beliefs, and expectancy outcomes for students; and their performance in mathematics teaching. We report on data collected from a study using these three sets of instruments, and provide rationale for their concurrent use. We show teachers’ change over time during professional development as documented by each instrument, and report on relationships between scores on the three sets of measures.

Authors

• Jennifer M. Lewis, Wayne State University

• Davida Fischman, California State University - San Bernardino

• Iris M. Riggs, California State University - San Bernardino

• Matt Riggs, California State University - San Bernardino