ERIC Number: EJ1036143
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 40
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.
Descriptors: Elementary School Teachers, Elementary School Mathematics, Faculty Development, Knowledge Level, Teacher Attitudes, Teaching Methods, Mathematics Instruction, Pretests Posttests, Knowledge Base for Teaching, Observation, Statistical Analysis, Learner Controlled Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A