Impacting teacher mathematical knowledge and attitudes with grade‐appropriate methods

Abstract

Sixty‐five fourth‐grade, fifth‐grade and sixth‐grade teachers in the Midwestern United States participated in professional development opportunities designed to increase their mathematics content knowledge and pedagogical knowledge over a two‐year series of workshops. Through the use of pre‐tests and post‐tests assessing content knowledge and pedagogical knowledge, the researchers show that teachers can increase both content and pedagogical knowledge through professional development using grade‐appropriate methods. In addition, researchers found that teachers showed positive changes in five areas of beliefs and attitudes, including perceptions of student ability in mathematics. Taken together, these changes indicate a strong potential for changes in classroom practices.