How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers’ Knowledge, Beliefs and Enacted Pedagogies?

Drew Polly; Henry W. Neale; David K. Pugalee

doi:https://doi.org/10.1007/s10643-013-0585-6

doi.org/10.1007/s10643-013-0585-6

How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers’ Knowledge, Beliefs and Enacted Pedagogies?

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Early Childhood Education Journal2.70

Volume: 42, Issue: 1, Pages: 1 - 10

Published: Mar 15, 2013

Abstract

This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers’ knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a multi-methods approach, teacher-participants completed pre- and post-measures of mathematical...