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Supporting Teachers' Use of Standards-Based Mathematics Pedagogies: Leveraging Learner-Centered Professional Development Efforts
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Author(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA), Chuang Wang (University of North Carolina at Charlotte, USA), Richard G. Lambert (University of North Carolina at Charlotte, USA)and David Pugalee (University of North Carolina at Charlotte, USA)
Copyright: 2019
Pages: 15
Source title:
Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch020
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Abstract
In order for professional development in the STEM fields to be effective, empirical studies point to opportunities for teachers to simultaneously develop their knowledge of related content, research-based pedagogies, and analysis of how students learn the content as well as common student misconceptions. In this chapter, the authors explicate the construct of learner-centered professional development and describe the implementation of mathematics professional development projects designed to support elementary school teachers' mathematics teaching. They include a synthesis of findings from their professional development research and provide implications for the design of learner-centered professional development programs in mathematics.
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