Abstract
We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs.
| Original language | English |
|---|---|
| Pages (from-to) | 539-572 |
| Number of pages | 34 |
| Journal | Educational Policy |
| Volume | 30 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1 Jun 2016 |
Keywords
- professional development
- mathematics
- beliefs
- knowledge
- self-efficacy
EGS Disciplines
- Curriculum and Instruction
- Teacher Education and Professional Development
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