Title

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.

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