November 2010, Vol. 41, Issue 5
Measuring the Effects of Professional Development on Teacher Knowledge: The Case of Developing Mathematical Ideas
Courtney A. Bell, Suzanne Wilson, Traci Higgins and D. Betsy McCoach
This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers’ specialized knowledge for teaching mathematics and illustrates how such research could be conducted. This study adds to our understanding of the ways in which professional development program features, facilitators, and issues of scale interact in the development of teachers’ mathematical knowledge for teaching. Study limitations and challenges are discussed.
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