ERIC Number: EJ1172258
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
Examining Change in K-3 Teachers' Mathematical Knowledge, Attitudes, and Beliefs: The Case of Primarily Math
Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J.
Journal of Mathematics Teacher Education, v21 n2 p147-177 Apr 2018
This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of non-participating teachers. Teacher outcomes were measured longitudinally across 5 years. Participating teachers showed changes in their knowledge, attitudes, and beliefs in line with program goals immediately after completion of coursework. Moreover, these changes were sustained in subsequent years, following program completion. Relative to the comparison group, participants demonstrated greater gains in knowledge as well as greater improvements in attitudes and beliefs. Implications of these results for professional development design, implementation, and evaluation are discussed.
Descriptors: Elementary School Mathematics, Mathematics Teachers, Primary Education, Pedagogical Content Knowledge, Teacher Attitudes, Mathematics Instruction, Beliefs, Comparative Analysis, Longitudinal Studies, Program Effectiveness, Faculty Development, Knowledge Level, Attitude Change, Control Groups, Experimental Groups
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE0831813; DUE1050667