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ERIC Number: EJ1036143
Record Type: Journal
Publication Date: 2014-Jan
Pages: 10
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1082-3301
How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers' Knowledge, Beliefs and Enacted Pedagogies?
Polly, Drew; Neale, Henry; Pugalee, David K.
Early Childhood Education Journal, v42 n1 p1-10 Jan 2014
This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers' knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a multi-methods approach, teacher-participants completed pre- and post-measures of mathematical knowledge for teaching, teachers' beliefs about teaching and learning mathematics, and teachers' self-reports of enacted instructional practices. Further, three teacher-participants were randomly selected to be observed 3 times over the course of the school year. Data analyses indicated that the professional development had a statistically significant positive impact on participants' mathematical knowledge for teaching, use of student-centered instructional practices, and beliefs towards mathematics as a subject area. Further, the observed teachers enacted some high-level mathematical tasks and questions, but these were more visible at the end of the study compared to the beginning of the study. Implications for future work are also shared.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A