Statewide Mathematics Professional Development

Statewide Mathematics Professional Development
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全州数学专业发展

DOI：
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发表时间：
2016
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影响因子：
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通讯作者：
John T. Sutton
John T. Sutton
中科院分区：
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文献类型：
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作者：
Michele B. Carney;Jonathan L. Brendefur;K. Thiede;G. Hughes;John T. Sutton

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我们研究了国家规定的K-12数学专业发展课程对近4,000名教师和管理人员的知识，自我效能和信念的影响。参与者完成了数学思维教学课程，强调学生的思维，解决问题，并具体到数学教学内容的知识。利用项目的库存学习数学教学项目测量参与者的数学知识教学（MKT）的变化和课程结束后的自我评价，使变化的自我效能和信念的分析。在所有三个变量中发现了统计学显著变化。这项研究增加了我们的理解的潜在有用的授权大规模的专业发展作为一种政策工具，影响教育工作者的数学知识和信念。
We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs.