NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ844239
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1062-9017
Participants' Focus in a Learner-Centered Technology-Rich Mathematics Professional Development Program
Polly, Drew
Mathematics Educator, v16 n1 p14-21 2006
Leaders in professional development have called for more learner-centered professional development opportunities for teachers. These approaches allow teachers to have some choice about the content and pedagogies on which they focus during professional development courses. This paper shares case studies of three participants from InterMath, a learner-centered professional development program for middle grades mathematics teachers. The findings indicate that participants' backgrounds in both mathematics and technology as well as their goal for the course significantly impacted what they reported learning. The paper concludes with implications for the design and research of learner-centered professional development programs. (Contains 2 tables.)
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001