Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs. (June 2016)

• Record Type: Journal Article
• Authors: Carney, Michele B.; Brendefur, Jonathan L.; Thiede, Keith; Hughes, Gwyneth; Sutton, John
• Is Part Of: Educational policy. Volume 30:Number 4(2016:Jun.)
• Page Start: 539
• Page End: 572
• Publication Date: 2016-06
• Subjects: professional development -- mathematics -- beliefs -- knowledge -- self-efficacy; Education and state -- United States -- Periodicals; Education -- Periodicals; 379.2
• DOI: 10.1177/0895904814550075
• Languages: English
• ISSNs: 0895-9048

Abstract

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.