How Curriculum Developers Can Learn to Improve Online Professional Development for Mathematics Teachers

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Professional Development (Table 6)

Abstract

This study investigates how mathematics curriculum developers learn to enhance their professional development (PD) offerings for teachers. Through a partnership with a mathematics lesson developer, we explored how shifts in developers' understanding of teacher learning influenced PD effectiveness. Utilizing a cognitive lens, we analyzed two iterations of an online workshop, drawing upon surveys, cognitive interviews, and discussion forum posts. Findings from a first workshop showed participants’ limited discussion of teaching practice. The developers’ subsequent learning led to adjustments that deepened teacher reflection and engagement. This study shows the importance of understanding teacher needs and framing teacher learning accordingly. It also shows the value of research-developer partnerships in improving a common form of PD for mathematics teachers.

Authors

• Drew Nucci, WestEd

• Jill Neumayer-DePiper, WestEd

• Kirk Walters, WestEd

• Brent Jackson, WestEd

• Maria Salciccioli, WestEd