We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items fromthe Learning Mathematics for Teaching project (2005) measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes in MKT, self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs.
This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Educational Policy, published by Sage. Copyright restrictions may apply. doi: 10.1177/0895904814550075
Available at: http://works.bepress.com/michele_carney/18/