An Interview Analysis of Teachers' Reactions to Mathematics Reform Professional Development.

Document Type

Article

Publication Date

4-1-2002

School

Center for Science and Math Education

Abstract

This study investigated teachers' opinions of the effectiveness of various professional development activities influencing their attention to students' thinking. The teachers' entry characteristics, nature of the activities themselves, and teachers' ratings of the activities are focused in the study. Teachers (n=110) were surveyed to rate each activity's effectiveness in prompting their attention to students' thinking. Results show that teachers' years of experience, their views of learning, and their mathematics background are correlated with their ratings of various activities. Teachers (n=13) were interviewed to extend the quantitative results and illuminate the reasons individual teachers rated particular activities as very effective to not effective at all. (Contains 42 references.) (Author/KHR)

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