Exploring the Effectiveness of Number Sense Professional Development for Early Elementary Teachers

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-1 - Division K Section 8 Poster Session 3

Abstract

This study investigated the effectiveness of number sense professional development for early elementary teachers. In a weeklong workshop, teachers learned how to facilitate the development of number sense in their students by using number talks and a Cognitively Guided Instruction (CGI) framework. Results of analyses carried out on pre- and post-workshop survey responses showed a significant increase in beliefs regarding teaching and learning of mathematics that aligned with a CGI framework. Confidence in effectively teaching number sense concepts also increased significantly. A comparison of two workshop tasks where teachers examined student work with a number sense lens showed that scores on the last day task were significantly higher than scores on the first day task.

Authors

• Chelsey Fagerlund, University of Minnesota - Twin Cities

• Rebecca R. Edmunds, University of Minnesota - Twin Cities

• Nathan W Earley, University of Minnesota - Twin Cities

• Beverly J. Dretzke, University of Minnesota - Twin Cities

• Kristin Peterson, University of Minnesota - Twin Cities