Tools, Differentiation, and Professional Growth: What Preservice Teachers Gain from Attending a Mathematics Teaching Conference

Authors

• Heidi Eisenreich, Georgia Southern UniversityFollow
• India Fleming, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

10-2025

Abstract

This study explores how Preservice Teachers’ (PSTs’) attendance at a professional mathematics teaching conference influences their development as future teachers. Fourteen University PSTs attended the Georgia Mathematics Conference (GMC), a two-and-a-half-day teaching conference for K–16 mathematics teachers and administrators. Using constant comparative analysis to code qualitative data, we analyzed responses from one question on tool usage in pre- and post- conference surveys. Initial findings indicate that conference attendance increased PSTs' commitment to ongoing professional development, while simultaneously helping them develop more nuanced understandings of the complexity of teaching.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Eisenreich, Heidi and Fleming, India (2025) "Tools, Differentiation, and Professional Growth: What Preservice Teachers Gain from Attending a Mathematics Teaching Conference," Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 17: Iss. 1, Article 4.
DOI: 10.20429/gamte-proceedings.2025.170104
Available at: https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol17/iss1/4