Examining the Influence of Mathematics Professional Development on Elementary School Teacher’s Knowledge, Beliefs, and Practices

• In Event: Poster Session 19
  In Poster Session: Supporting, Challenging, and Shifting Teacher Practice in STEM

Abstract

This paper presents findings from a professional development project focused on developing elementary school teachers' use of standards-based pedagogies in their mathematics classroom. Analyses indicated that participants demonstrated gains in content knowledge and shifts towards more student-centered pedagogies. However, implementation of these pedagogies did not frequently occur during observations. Implications for future work are also shared.

Authors

• Andrew B. Polly, University of North Carolina - Charlotte

• David K. Pugalee, University of North Carolina - Charlotte

• Henry W. Neale, University of North Carolina - Charlotte