id: 05763985
dt: j
an: 2010d.00114
au: Feuerborn, Laura L.: Chinn, Donald; Morlan, Garvin
ti: Improving mathematics teachersâ€™ content knowledge via brief in-service: A
US case study.
so: Prof. Dev. Educ. 35, No. 4, 531-545 (2009).
py: 2009
pu: Routledge
la: EN
cc: B50 C79
ut: test results: probability; teacher attitudes; knowledge base for teaching;
pedagogical content knowledge; mathematical concepts; middle school
teachers; secondary school mathematics; inservice teacher education;
algebra; geometry; mathematics; instruction; program effectiveness
ci:
li:
ab: Summary: This study is an evaluation on whether middle-level mathematics
teachersâ€™ participation in a week-long in-service course on
middle-level mathematics concepts increases their understanding of this
content. A secondary purpose of this study is an exploration of teacher
perceptions before and after the institute via self-report surveys.
Participants include 31 middle-level mathematics teachers who attended
at least one of the two in-services, one emphasizing algebra concepts
and the other emphasizing probability and geometry concepts. The
findings indicate that teachersâ€™ content knowledge significantly
improved, as measured by pretest and post-test results. The self-report
survey responses did not change as a result of participation in the
in-service, but overall patterns of responses in both the quantitative
and qualitative survey data indicate how the institutes can contribute
to a larger professional development strategy. Both in-service courses
are described and implications are discussed. (Contains 1 table.)
(ERIC)
rv: