NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863458
Record Type: Journal
Publication Date: 2009-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1941-5257
Improving Mathematics Teachers' Content Knowledge via Brief In-Service: A US Case Study
Feuerborn, Laura L.; Chinn, Donald; Morlan, Garvin
Professional Development in Education, v35 n4 p531-545 Dec 2009
This study is an evaluation on whether middle-level mathematics teachers' participation in a week-long in-service course on middle-level mathematics concepts increases their understanding of this content. A secondary purpose of this study is an exploration of teacher perceptions before and after the institute via self-report surveys. Participants include 31 middle-level mathematics teachers who attended at least one of the two in-services, one emphasizing algebra concepts and the other emphasizing probability and geometry concepts. The findings indicate that teachers' content knowledge significantly improved, as measured by pretest and post-test results. The self-report survey responses did not change as a result of participation in the in-service, but overall patterns of responses in both the quantitative and qualitative survey data indicate how the institutes can contribute to a larger professional development strategy. Both in-service courses are described and implications are discussed. (Contains 1 table.)
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 - Evaluative
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A