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Changing Middle School Teachers’ Algebra Content Knowledge and Teaching Self-Efficacy Beliefs Through Technology-Enriched Professional Development
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, , , , Utah State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We report results of an investigation of a pilot professional development program. Twenty-three grade 7 and 8 inservice mathematics teachers participated in three sessions of face-to-face, media-rich, job-embedded PD designed to align with the CCSS. The PD pilot incorporated technology including videos, online modules, and virtual manipulatives. During sessions of PD, teachers participated in discussions and group activities, used a framework of rigor and scaffolding to create tasks of high cognitive demand, and experienced model lessons. Our investigation focused on changes in teachers’ algebra content knowledge and their self-efficacy beliefs for teaching. Important findings include a significant increase in participants’ self-efficacy beliefs for teaching key mathematical concepts for grades 7 and 8. Additionally, we document increases in the eighth grade teachers’ algebra content knowledge. We conclude with a discussion of implications of the study for the use of technology in PD.

Citation

Smith, S., Lawanto, K., Brasiel, S. & Martin, T. (2015). Changing Middle School Teachers’ Algebra Content Knowledge and Teaching Self-Efficacy Beliefs Through Technology-Enriched Professional Development. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3426-3433). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .

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