In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of mind and mathematical self-efficacy of their students. We describe the creation and testing of a student survey designed to assess teacher classroom practice based primarily on students' ratings of teacher practices.
|Number of pages||12|
|Journal||International Journal of Mathematical Education in Science and Technology|
|State||Published - Oct 2013|
- mathematics knowledge for teaching
- mathematics self-efficacy
- student evaluations
- teacher practices