Examining the Effect of Combining Mathematics and Science Professional Development on Teachers' Mathematical Knowledge for Teaching and Quality of Instruction

• In Event: 63.084 - MTCC Roundtable Session 25
  In Roundtable Session: 63.084-10 - Does STEM Integration Help or Hinder Mathematics Outcomes for Teachers and Students?

Abstract

This study examines ways in which participation in a dual-focused (math and science) PD compared to a math-only PD influenced elementary teachers’ mathematical knowledge for teaching and quality of instruction. Targeting the development of Mathematical Knowledge for Teaching and Science Teacher Professional Knowledge and Skill, the integrated PD model included four research-based PD activities. Results indicate the dual-focused PD facilitated growth in both math content knowledge and student’s mathematical thinking compared to the math only PD, with notable differential impact on teachers’ knowledge of students’ mathematical thinking and the quality of instruction. Implications for leveraging science teaching approaches to support quality math instruction and how to design teacher education and PD programs to support elementary teachers will be discussed.

Authors

• Dionne Indera Cross Francis, Indiana University

• Meredith A. Park Rogers, Indiana University - Bloomington