Abstract
In order for professional development in the STEM fields to be effective, empirical studies point to opportunities for teachers to simultaneously develop their knowledge of related content, research-based pedagogies, and analysis of how students learn the content as well as common student misconceptions. In this chapter, the authors explicate the construct of learner-centered professional development and describe the implementation of mathematics professional development projects designed to support elementary school teachers' mathematics teaching. They include a synthesis of findings from their professional development research and provide implications for the design of learner-centered professional development programs in mathematics.
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