TY - JOUR
T1 - A professional development model for middle school teachers of mathematics
AU - Harris, G.
AU - Stevens, T.
AU - Higgins, R.
N1 - Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2011/10
Y1 - 2011/10
N2 - Teacher professional development activities in the USA take many forms from half-day workshops that focus on particular topics or classroom techniques to long term course work that offers university level credit. With few exceptions, the primary goal of such activities is to enhance the teachers' classroom effectiveness and improve student achievement. In this article, we describe a professional development model that strives to provide middle school mathematics teachers with a deep understanding of the mathematics they teach, and our attempts to measure its influence on their mathematics content knowledge.
AB - Teacher professional development activities in the USA take many forms from half-day workshops that focus on particular topics or classroom techniques to long term course work that offers university level credit. With few exceptions, the primary goal of such activities is to enhance the teachers' classroom effectiveness and improve student achievement. In this article, we describe a professional development model that strives to provide middle school mathematics teachers with a deep understanding of the mathematics they teach, and our attempts to measure its influence on their mathematics content knowledge.
KW - Algebraic structure
KW - Mathematics knowledge for teaching
KW - Measurement
KW - Professional development
UR - http://www.scopus.com/inward/record.url?scp=80053536915&partnerID=8YFLogxK
U2 - 10.1080/0020739X.2011.611908
DO - 10.1080/0020739X.2011.611908
M3 - Article
AN - SCOPUS:80053536915
VL - 42
SP - 951
EP - 961
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
SN - 0020-739X
IS - 7
ER -