Article
Impacting Elementary In-Service Mathematics Teachers Content Knowledge
Proceedings of the Research Council on Mathematics Learning Annual Meeting
Document Type
Conference Proceeding
Publication Date
3-2-2017
Disciplines
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.
Citation Information
Georgia A. Cobbs and Gregory Chamblee. "Impacting Elementary In-Service Mathematics Teachers Content Knowledge" Fort Worth, TXProceedings of the Research Council on Mathematics Learning Annual Meeting (2017) p. 17 - 24 Available at: http://works.bepress.com/gregory_chamblee/81/