Representations of mathematics teacher quality in a national program
Document Type
Conference Paper
Journal/Book Title/Conference
Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Volume
2
Publication Date
11-2006
First Page
608
Last Page
615
Abstract
This research examines grantees’ work to improve mathematics teacher quality in a nationallyfunded program. The analysis employs qualitative methods using secondary source documents provided by 48 National Science Foundation Math and Science Partnership (NSF-MSP) grantees. Findings show that representations reported for mathematics teacher quality by the grantees mirror those used in previous research. Conditions used to influence mathematics teacher quality included research-based professional development, various roles for teacher leaders, and emerging collaboration between STEM and education faculty for the improvement of mathematics content knowledge for teachers at all levels.
Recommended Citation
Moyer-Packenham, P. S., Bolyard, J., Oh, H., Kridler, P., & Salkind, G. (2006, November). Representations of mathematics teacher quality in a national program. In S. Alatorre, J. L. Cortina, M. Saiz, & A. Mendez (Eds.). Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 608-615), Merida, Mexico. http://www.pmena.org/2006/cd/index.htm