This study examined how a task-focused, yearlong
mathematics professional development program
influenced elementary school teachers’ knowledge, beliefs,
and practices. Participants completed 84 h of professional
development over 13 months that were focused on
exploring, modifying and implementing cognitivelydemanding
mathematical tasks. Using a multi-methods
approach, teacher-participants completed pre- and postmeasures
of mathematical knowledge for teaching, teachers’
beliefs about teaching and learning mathematics, and
teachers’ self-reports of enacted instructional practices.
Further, three teacher-participants were randomly selected
to be observed 3 times over the course of the school year.
Data analyses indicated that the professional development
had a statistically significant positive impact on participants’
mathematical knowledge for teaching, use of student-
centered instructional practices, and beliefs towards
mathematics as a subject area. Further, the observed
teachers enacted some high-level mathematical tasks and
questions, but these were more visible at the end of the
study compared to the beginning of the study. Implications
for future work are also shared.

J97

372.7 DEW h

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Tersedia

• How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers’ Knowledge, Beliefs and Enacted Pedagogies?

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