Mathematics Instructional Design: Observations From The Field
Regina Mistretta, Department of Early Childhood, Childhood, and Adolescent Education, The School of Education
A paper that reports on a study concerning the effects of a two-year professional development initiative designed to improve teachers’ methods of developing understanding of mathematical concepts and procedures. The initiative sought to accomplish this goal by engaging teachers in a learning environment consisting of modeled lessons, focus sessions, and hands-on workshops. Pre and post analyses revealed significant changes in teaching methods and student achievement. Findings are shared to deepen the knowledge base and make it accessible to teacher educators and professional developers to inform their decisions about teacher education programs and professional development design.