Educational Research & Development Journal


 

 


Supporting Teachers� Enactment of Elementary School Student-Centered Mathematics Pedagogies: The Evaluation of a Curricu
Chuang Wang, Drew Polly, Amy Lehew, David Pugalee, Richard Lambert, Christie Sullivan Martin
Abstract
This paper shares the findings from the evaluation of a year-long implementation of a Mathematics Science Partnership (MSP) professional development project, Content Development for Investigations (CoDE:I), designed to support elementary school teachers� enactment of standards-based mathematics pedagogies. Teachers participated in a 48 hour summer institute followed by 24 hours of follow-up work during the school year. Statistical analyses of teacher-participants� content knowledge, beliefs, practices and their students� achievement on curriculum-based measures indicated positive gains in teachers� mathematical content knowledge, their instructional practices, and in some cases students� achievement on curriculum-based assessments. Implications for future research and the design of professional development are also shared.
 


ISSN: 1526-8659