The Role of Practitioner Inquiry in Online Professional Development for Elementary Teachers of Mathematics: The Prime Online Experience

• In Event: 60.051 - Professional Development in STEM

Abstract

This study explored what teachers learn about mathematics teaching and the external forces that influenced their learning as a result of engagement in practitioner inquiry during a year-long online professional development (PD) program targeting the mathematics content knowledge and pedagogical content knowledge development of third through fifth grade general and special education teachers. Analysis of qualitative data revealed that engagement in practitioner inquiry as a part of this yearlong online PD program enabled teachers to internalize and actualize the general principle of teaching mathematics to support conceptual as well as procedural knowledge and to better understand their students’ mathematical thinking. Furthermore, teachers’ inquiry endeavors were shaped, in part, by their concern for end of the year high-stakes state testing.

Authors

• Nancy Fichtman Dana, University of Florida

• Stephen J. Pape, Johns Hopkins University

• Cynthia C. Griffin, University of Florida

• Sherri Prosser, University of Florida