Impacting Elementary In-Service Mathematics Teachers Content Knowledge
Document Type
Conference Proceeding
Publication Date
3-2-2017
Publication Title
Proceedings of the Research Council on Mathematics Learning Annual Meeting
Abstract
This paper describes how two United States Department of Education Mathematics and Science Projects impacted in-service elementary mathematics teachers’ number and operations content knowledge using differing delivery models (face to face and blended). Pre and posttest data analysis found both projects significantly impacted elementary mathematics teachers’ number and operations content knowledge. Delivery model design and implementation successes and challenges will be discussed. Implications for in-service and preservice content and pedagogy courses and delivery models are noted.
Recommended Citation
Cobbs, Georgia A., Gregory Chamblee.
2017.
"Impacting Elementary In-Service Mathematics Teachers Content Knowledge."
Proceedings of the Research Council on Mathematics Learning Annual Meeting, Travis A. Olson and Linda Venenciano (Ed.): 17-24 Fort Worth, TX: Research Council on Mathematics Learning.
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/15
