Research, Reflection, and Practice: Show Me the Evidence: Mathematics Professional Development for Elementary Teachers

Document Type

Article

Publication Date

2-1-2004

School

Center for Science and Math Education

Abstract

Once teachers enter the profession, the United States education system has no proven mechanism to systematically improve mathematics teaching in our classrooms (Stigler and Hiebert 1999). Over the past decade, many researchers have described effective features of professional development. This article reviews the features of mathematics professional development for elementary teachers that have been empirically supported over the past several decades, if only by one or a few small-scale studies.

Publication Title

Teaching Children Mathematics

Volume

10

Issue

6

First Page

321

Last Page

326

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