NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863444
Record Type: Journal
Publication Date: 2009-Jun
Pages: 5
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1941-5257
Impacting Teacher Mathematical Knowledge and Attitudes with Grade-Appropriate Methods
Jones, Elizabeth; Hampton, Eric M.; Brown, Elizabeth M.; Leinenbach, Marylin T.
Professional Development in Education, v35 n2 p279-283 Jun 2009
Sixty-five fourth-grade, fifth-grade and sixth-grade teachers in the Midwestern United States participated in professional development opportunities designed to increase their mathematics content knowledge and pedagogical knowledge over a two-year series of workshops. Through the use of pre-tests and post-tests assessing content knowledge and pedagogical knowledge, the researchers show that teachers can increase both content and pedagogical knowledge through professional development using grade-appropriate methods. In addition, researchers found that teachers showed positive changes in five areas of beliefs and attitudes, including perceptions of student ability in mathematics. Taken together, these changes indicate a strong potential for changes in classroom practices. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 5; Grade 6
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A