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Full-Text Articles in Education
Scaling Professional Development For Mathematics Teacher Educators, Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse, Brandie Ward Smith
Scaling Professional Development For Mathematics Teacher Educators, Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse, Brandie Ward Smith
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
There have been multiple calls (Adler, Ball, Krainer, Lin, & Novotna, 2005; Conference Board of the Mathematical Sciences, 2012; Kilpatrick, Swafford, & Findell, 2001) and extensive evidence (Hiebert, 2003; Lemke et al., 2004; National Math Panel, 2008; OECD, 2010) regarding the need to change K-12 mathematics education from procedural and memorization-driven to more conceptual and application-based. Professional development is viewed as an important mechanism to influence these changes in instructional practices (Fennema et al., 1996; Franke, Carpenter, Levi, & Fennema, 2001; Swafford, Jones, & Thornton, 1997) and student outcomes (Jacobs, Franke, Carpenter, Levi, & Battey, 2007). However, professional development is …
Developing Mathematical Thinking: Changing Teachers’ Knowledge And Instruction, Jonathan L. Brendefur, Keith Thiede, Sam Strother, Kim Bunning, Duane Peck
Developing Mathematical Thinking: Changing Teachers’ Knowledge And Instruction, Jonathan L. Brendefur, Keith Thiede, Sam Strother, Kim Bunning, Duane Peck
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
In the present research, we evaluated the effectiveness of a multi-year professional development program in mathematics for elementary teachers. Each year the program focused on a different domain of mathematics. We found the program increased teachers’ knowledge of (a) number and operations, (b) measurement and geometry, and (c) probability and statistics. We also examined the relation between mathematical knowledge and teaching practices. Across the three domains neither pretest nor posttest mathematical knowledge were related to classroom teaching practices. However, change in knowledge was positively related to six different dimensions of teaching practice for number and operations, and for measurement and …