This article presents a practical application of meta-analytic thinking to contextualize the results through direct comparisons to similar studies. The results suggest that the professional development increased mathematics teachers' perceptions of their pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), and technological content knowledge (TCK). The study results also indicate that despite smaller overall effect sizes, the outcomes observed in this urban intervention were not statistically significantly different from most prior research in this area. This is important because interventions in urban schools are often characterized as less successful than other instructional environments. Because of the chosen research approach, the research results have practical as well as empirical implications for the development and delivery of mathematics professional development in urban schools.