TY - JOUR
T1 - Examining change in K-3 teachers’ mathematical knowledge, attitudes, and beliefs
T2 - the case of Primarily Math
AU - Kutaka, T. S.
AU - Ren, L.
AU - Smith, W. M.
AU - Beattie, H. L.
AU - Edwards, C. P.
AU - Green, J. L.
AU - Chernyavskiy, P.
AU - Stroup, W.
AU - Heaton, R. M.
AU - Lewis, W. J.
N1 - Funding Information:
Acknowledgments This work was supported in part by grants from the National Science Foundation (Grant Numbers DUE-0831813 and DUE-1050667). All findings and opinions are those of the authors and not necessarily of the National Science Foundation.
Publisher Copyright:
© 2016, Springer Science+Business Media Dordrecht.
PY - 2018/4/1
Y1 - 2018/4/1
N2 - This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers’ mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of non-participating teachers. Teacher outcomes were measured longitudinally across 5 years. Participating teachers showed changes in their knowledge, attitudes, and beliefs in line with program goals immediately after completion of coursework. Moreover, these changes were sustained in subsequent years, following program completion. Relative to the comparison group, participants demonstrated greater gains in knowledge as well as greater improvements in attitudes and beliefs. Implications of these results for professional development design, implementation, and evaluation are discussed.
AB - This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers’ mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of non-participating teachers. Teacher outcomes were measured longitudinally across 5 years. Participating teachers showed changes in their knowledge, attitudes, and beliefs in line with program goals immediately after completion of coursework. Moreover, these changes were sustained in subsequent years, following program completion. Relative to the comparison group, participants demonstrated greater gains in knowledge as well as greater improvements in attitudes and beliefs. Implications of these results for professional development design, implementation, and evaluation are discussed.
KW - Longitudinal study
KW - Mathematics teaching and learning
KW - Primary education
KW - Professional development
UR - http://www.scopus.com/inward/record.url?scp=84990925775&partnerID=8YFLogxK
U2 - 10.1007/s10857-016-9355-x
DO - 10.1007/s10857-016-9355-x
M3 - Article
AN - SCOPUS:84990925775
SN - 1386-4416
VL - 21
SP - 147
EP - 177
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
IS - 2
ER -