Publication Date
12-2011
Document Type
Project
Degree
Master of Arts in Education (MA)
MA Concentration
Teaching Mathematics
Advisors
Enrique Dominguez Deleon, Pamela A. Redmond, Jim O'Connor
Abstract
The first year of one school district's California Mathematics and Science Partnership mathematics grant professional development is examined to determine what is effective mathematics professional development. Informed by the theoretical frameworks of Social Learning (Vygotsky, 1978) and Adult Learning (Knowles, 1984) Theories, the researcher examined the professional development and concluded that there was positive alignment with current research on effective mathematics development. The professional development was ongoing, had opportunities for the participating teachers to deepen their mathematical content understanding, learn new mathematical content pedagogy, and to collaborate. The Learning Mathematics for Teaching (LMT) assessment results revealed a 22% increase in the teacher participants' content and content pedagogy knowledge. The participating teachers reported that the mathematics professional development was valuable to them in the following ways: learning to teach mathematics conceptually, learning mathematics instructional strategies, and collaboration.
Recommended Citation
Brousseau, P. A. (2011). ASSESSING ONE SCHOOL DISTRICT'S CALIFORNIA MATHEMATICS AND SCIENCE PARTNERSHIP MATHEMATICS GRANT PROFESSIONAL DEVELOPMENT. Retrieved from https://touroscholar.touro.edu/tucgsoe/19
