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Supporting Teachers' Use of Standards-Based Mathematics Pedagogies: Leveraging Learner-Centered Professional Development Efforts

Supporting Teachers' Use of Standards-Based Mathematics Pedagogies: Leveraging Learner-Centered Professional Development Efforts

Drew Polly, Christie Martin, Chuang Wang, Richard G. Lambert, David Pugalee
Copyright: © 2019 |Pages: 15
ISBN13: 9781522585831|ISBN10: 1522585834|ISBN13 Softcover: 9781522594567|EISBN13: 9781522585848
DOI: 10.4018/978-1-5225-8583-1.ch020
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MLA

Polly, Drew, et al. "Supporting Teachers' Use of Standards-Based Mathematics Pedagogies: Leveraging Learner-Centered Professional Development Efforts." Handbook of Research on Educator Preparation and Professional Learning, edited by Drew Polly, et al., IGI Global, 2019, pp. 363-377. https://doi.org/10.4018/978-1-5225-8583-1.ch020

APA

Polly, D., Martin, C., Wang, C., Lambert, R. G., & Pugalee, D. (2019). Supporting Teachers' Use of Standards-Based Mathematics Pedagogies: Leveraging Learner-Centered Professional Development Efforts. In D. Polly, C. Martin, & K. Dikilitaş (Eds.), Handbook of Research on Educator Preparation and Professional Learning (pp. 363-377). IGI Global. https://doi.org/10.4018/978-1-5225-8583-1.ch020

Chicago

Polly, Drew, et al. "Supporting Teachers' Use of Standards-Based Mathematics Pedagogies: Leveraging Learner-Centered Professional Development Efforts." In Handbook of Research on Educator Preparation and Professional Learning, edited by Drew Polly, Christie Martin, and Kenan Dikilitaş, 363-377. Hershey, PA: IGI Global, 2019. https://doi.org/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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