Poster #4 - MathLab: A Model of Professional Learning That Leads to a Change in Classroom Practice

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-1 - Section 8 Poster Session 2

Abstract

High quality professional learning with continued collegial support is required to shift the classroom practice of in-service teachers (Joyce & Showers, 2002.) In summer 2017, 174 K-12 teachers participated in a 5-day MathLab which consisted of: morning sessions where teacher leaders facilitated mathematics learning with a class of students as participants observed from adjoining rooms; grade level sessions to debrief and deepen mathematics content; and a self-selected pedagogy session focused on best practices. Data was collected at three time points, before and after MathLab and six months later. There was a significant increase in knowledge, confidence, and implementation of effective teaching practices over time. This suggests that the MathLab model of professional learning may lead to more effective classroom instruction.

Authors

• Karen M. Trujillo, New Mexico State University

• Wanda Bulger-Tamez, New Mexico State University