This study examines primary grades teachers’
instructional decisions in their mathematics classroom
during their participation in a year-long professional de￾velopment program on formative assessment. Teachers
participated in 40 h of face-to-face workshops followed by
40 h of classroom-embedded activities that were facilitated
in an asynchronous online format. Inductive analysis of
teachers’ online discussion forum posts and their frequency
of using an internet-based formative assessment system
indicated significant variance in teachers’ use of the for￾mative assessment tool. Some teachers used the assessment
system regularly and reported modifying instruction based
on the data collected through formative assessment.
However, some teachers demonstrated difficulty deter￾mining how the assessments aligned to specific
mathematics standards, and how the assessment should
inform their use of curriculum. Implications for future re￾search include the need to triangulate data from instruc￾tional plans, surveys, and classroom observations, while
implications for practice include the need to more explic￾itly support teachers’ instructional planning process using
specific curricular resources.

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• Primary Grades Teachers’ Instructional Decisions During Online Mathematics Professional Development Activities

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