Improving Mathematics Teachers' Content Knowledge via Brief In-service: A US Case Study
This study is an evaluation on whether middleâ€level mathematics teachers' participation in a weekâ€long inâ€service course on middleâ€level mathematics concepts increases their understanding of this content. A secondary purpose of this study is an exploration of teacher perceptions before and after the institute via selfâ€report surveys. Participants include 31 middleâ€level mathematics teachers who attended at least one of the two inâ€services, one emphasizing algebra concepts and the other emphasizing probability and geometry concepts. The findings indicate that teachers' content knowledge significantly improved, as measured by pretest and postâ€test results. The selfâ€report survey responses did not change as a result of participation in the inâ€service, but overall patterns of responses in both the quantitative and qualitative survey data indicate how the institutes can contribute to a larger professional development strategy. Both inâ€service courses are described and implications are discussed.
Professional Development in Education
Feuerborn, Laura L.; Chinn, Donald; and Morlan, Garvin, "Improving Mathematics Teachers' Content Knowledge via Brief In-service: A US Case Study" (2009). Education Publications. 74.
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