
05763985
j
2010d.00114
Feuerborn, Laura L.: Chinn, Donald
Morlan, Garvin
Improving mathematics teachers' content knowledge via brief inservice: A US case study.
Prof. Dev. Educ. 35, No. 4, 531545 (2009).
2009
Routledge
EN
B50
C79
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
Summary: This study is an evaluation on whether middlelevel mathematics teachers' participation in a weeklong inservice course on middlelevel 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 selfreport surveys. Participants include 31 middlelevel mathematics teachers who attended at least one of the two inservices, one emphasizing algebra concepts and the other emphasizing probability and geometry concepts. The findings indicate that teachers' content knowledge significantly improved, as measured by pretest and posttest results. The selfreport survey responses did not change as a result of participation in the inservice, 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 inservice courses are described and implications are discussed. (Contains 1 table.) (ERIC)