NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1075596
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0256-8543
Examining How Professional Development Influences Elementary School Teachers' Enacted Instructional Practices and Students' Evidence of Mathematical Understanding
Polly, Drew
Journal of Research in Childhood Education, v29 n4 p565-582 2015
This study examined how evidence of students' mathematical understanding was influenced by elementary schoolteachers' enactment of instructional practices emphasized during a mathematics professional development program. Videos and field notes were collected during lessons for two teachers from the program and two matched comparison teachers. Lessons were observed when teachers espoused that their instruction aligned with the instructional practices emphasized during professional development. Inductive qualitative analyses indicated that the level of mathematical task and level of teacher direction influenced students work. More specifically, students in participants' classrooms were more likely to utilize resources (e.g., manipulatives and technology) to create mathematical representations and were able to explain mathematical concepts more clearly than students in the comparison classrooms. Implications for future studies and the design of professional development are also shared.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A