How Can Professional Development Contribute to University Mathematics Teaching?

2012 ◽  
pp. 147-162
Author(s):  
Leigh N. Wood ◽  
Peter Petocz ◽  
Anna Reid
Keyword(s):  
Professional Development ◽  
Mathematics Teaching ◽  
University Mathematics

scholarly journals Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

2017 ◽  
Vol 5 (9) ◽  
pp. 1 ◽  
Author(s):  
Katja Maass ◽  
Malcolm Swan ◽  
Anna-Maria Aldorf
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Influencing Factor ◽  
International Study ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Study Approach ◽  
Teachers Beliefs ◽  
Development Course

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers’ perceived enactments of IBL?

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 32-51 ◽  
Author(s):  
Christie S. Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

Professional Development: Teachers' Communication and Collaboration Keys to Student Achievement

1995 ◽  
Vol 1 (6) ◽  
pp. 454-458
Author(s):  
Helene J. Sherman ◽  
Thomas Jaeger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Educational Reform ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Professional Satisfaction ◽  
Evaluation Standards ◽  
Instructional Changes

The curriculum and evaluation standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) have served as both stimuli for, and responses to, numerous formal and informal programs, conferences, and conversations calling for educational reform and improvement in mathematics teaching. After all the plans are drawn and all the objectives are written, however, reform is most likely to occur and make a lasting difference when teachers are aware of the need for improvement, have a voice in planning it, and derive a real sense of professional satisfaction from implementing the instructional changes.

The Power of Two-MTMS and You

1998 ◽  
Vol 4 (1) ◽  
pp. 6-7
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Regular Part ◽  
Additional Issue ◽  
Academic Year

Welcome to volume 4 (22) of Mathematics Teaching in the Middle School (MTMS)! In it you will find several new features as well as old favorites that have been a regular part of MTMS since its inception. Among these is the inclusion of one (20) additional issue. which increases to eight (23) the number of journals arriving in your mailbox this academic year. In addition, look for exciting articles about innovative classroom practices. professional development, and student learning to empower your teaching and energize your professional growth.

Supporting the Enactment of Standards-based Mathematics Pedagogies

2016 ◽  
pp. 529-540
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Effective Teachers ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
School Teachers ◽  
Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

Gamified - Blended Learning Professional Development: A Descriptive Case Study

2017 ◽  
pp. 385-394
Author(s):  
Phu Vu ◽  
Christopher Michael Knoell ◽  
Amy Nebesniak ◽  
Jane Strawhecker
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Mathematics Teaching ◽  
Quantitative Data ◽  
Mathematical Thinking ◽  
Mathematical Content Knowledge ◽  
Validity And Reliability ◽  
Descriptive Case Study ◽  
Different Sources

This descriptive case aimed to examine a new model of job-embedded and on-going professional development using both blended learning and gamification approach as a delivery method. Qualitative and quantitative data collected for the study were from different sources to ensure the validity and reliability of the findings. The quantitative data findings indicated that participating in the PD first module impacted both the teachers learning of effective mathematics teaching, as well as their mathematical content knowledge. Furthermore, they planned to implement what they learned from the PD into their classroom teaching. Qualitative data findings identified three common themes emerging from the data analysis including awareness of high quality resources, students' engagement through the use of games and technology, and tasks to promote students' mathematical thinking.

Sign in / Sign up

Export Citation Format

Share Document