Developing an Effective Professional Development Model to Enhance Teachers' Conceptual Understanding and Pedagogical Strategies in Mathematics

Abstract

The professional development program model presented in this paper aimed at deepening teachers' conceptual understanding of mathematics content knowledge and exposing them to innovative and creative instructional approaches. The paper shares the program goals, design of the program, evaluation means for measuring effectiveness of the program, and outcomes of the program. The four components of the program were active in concert: systemic support, knowledge building workshops, classroom implementation and application, and building a professional community. The outcomes of the program were based on the reports of the project instructors, participants, and the project evaluator: changes in participants' beliefs about teaching mathematics and instructional approaches; and participants' efforts to adapt new/alternative pedagogical strategies in their teaching and create a student-centered classroom.