Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes

Autor/inn/en	Hill, Heather C.; Ball, Deborah Loewenberg
Titel	Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes
Quelle	In: Journal for Research in Mathematics Education, 35 (2004) 5, S.330-351 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Workshops; Program Length; Faculty Development; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Teacher Improvement; Knowledge Base for Teaching; Program Evaluation; Summer Programs; Predictor Variables; Program Effectiveness; Mathematical Logic; Communication Skills; California + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Programme evaluation; Programmevaluation; Sommerkurs; Prädiktor; Mathematical logics; Mathematische Logik; Kommunikationsstil; Kalifornien
Abstract	Widespread agreement exists that U.S. teachers need improved mathematics knowledge for teaching. Over the past decade, policymakers have funded a range of professional development efforts designed to address this need. However, there has been little success in determining whether and when teachers develop mathematical knowledge from professional development, and if so, what features of professional development contribute to such teacher learning. This was due, in part, to a lack of measures of teachers' content knowledge for teaching mathematics. This article attempts to fill these gaps. In it we describe an effort to evaluate California's Mathematics Professional Development Institutes (MPDIs) using novel measures of knowledge for teaching mathematics. Our analyses showed that teachers participating in the MPDIs improved their performance on these measures during the extended summer workshop portion of their experience. This analysis also suggests that program length as measured in days in the summer workshop and workshop focus on mathematical analysis, reasoning, and communication predicted teachers' learning. (Contains 2 tables and 6 footnotes.) (Author).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10