Mathematics Teacher Engagement in an Online Professional Learning Course (Poster 4)

• In Event: Harnessing Digital Strategies to Advance Middle-Grades Math Learning: Insights From a Researcher-Practitioner Partnership Collaboratory

Abstract

Objectives

This poster presents initial findings from our study of a digital mathematics professional learning (PL) system designed for K-12 teachers. Our focus is on teachers’ engagement with the PL and its impact on their reported ability to engage students in mathematics.

Theoretical Framework

Highly qualified teachers play a pivotal role in shaping student success. Extensive research underscores the impact of teacher characteristics on educational outcomes. Specifically, cumulative teaching experience, advanced degrees, and subject matter expertise significantly influence students’ achievement (Lee & Lee, 2020). Among these factors, subject matter expertise emerges as the most influential.

However, despite these critical factors, disparities persist within the US education system. Disadvantaged schools grapple with staff shortages and often employ less qualified, less experienced teachers compared to their advantaged counterparts (OECD, 2019). Consequently, students in disadvantaged schools have faced lower performance across all disciplines, including mathematics (OECD, 2013; 2019).

Our digital platform, the Math Matrix, is an innovative online, asynchronous, competency-based professional learning system. Designed to deepen teachers’ subject matter expertise, Math Matrix offers engaging resources, including videos and interactive elements. Its evidence-based approach aims to empower educators, coaches, and leaders. By analyzing teachers’ engagement with specific components of the Math Matrix, we can explore how these interactions impact teaching practices and, ultimately, student learning outcomes.

Data and Methods

In January 2024, we launched a statewide pilot of the Math Matrix involving 171 teachers who completed all three courses (approximately 60 hours). These teachers varied in years of experience and preparation pathways. We collected survey responses after each course and analyzed data from the digital platform. Additionally, focus groups provided qualitative insights. Descriptive statistics and thematic analysis helped identify patterns in teachers’ responses.

Early Findings

Our focus is on specific components of the Math Matrix and their impact on teachers’ practice. Teachers reported high engagement levels with the platform, but external challenges—such as time constraints and the time of the school year (testing season)—affected their sustained engagement. Notably, videos, interactive elements, and assessments were highly rated, while discussion boards received lower ratings. Teachers reported increased ability to motivate students, attributed to a deeper understanding of mathematics content and specific instructional strategies learned through the Math Matrix.

Significance

Advancements in technology, including AI, play an increasingly pivotal role in shaping PL for educators. These technological innovations enable the rapid development of targeted resources specifically designed for teacher professional development. By strategically identifying areas for growth and focusing on impactful practices, we can enhance teacher effectiveness. Ultimately, this nuanced understanding of PL’s impact contributes to better student learning outcomes.

Authors

• Zandra de Araujo, University of Florida

• Christopher Engledowl, University of Florida