‘Rithmetic and readiness: Exploring meaningful professional development for three elementary mathematics teachers (2010)

Journal of Applied Research on Learning, Vol. 3, Article 8, 2010

This study describes how the authors helped three elementary mathematics teachers overcome barriers to professional development.

The authors were trying to launch a professional development program called Cognitively Guided Instruction (CGI) at the inner-city school where the three teachers worked. For professional development to succeed, certain cognitive characteristics must be present in the teachers, indicating that they are ready to embark on meaningful change. The teachers in this study were not ready to embrace the program, largely because of their strongly held beliefs about both the effectiveness of the program and the ability of their students to handle the new method.

The researchers prepared an eight-week intervention to help the teachers. It included videos of the teachers’ own students solving math problems, which served as a starting point for reflection and discussion.

By the end of the eight-week period, the teachers were considerably more open to new ways of thinking about the variety of strategies children bring to the classroom, and about ways to build on student thinking in instruction. As well, the teachers were more willing to consider and reflect upon general principles of student thinking, rather than dwelling on specific students in their charge.

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2014-02-03
APA citation
Helena P. Osana, Saul Carliner, Guillaume W. Jabbour and Chantal Desrosiers. ‘Rithmetic and readiness: Exploring meaningful professional development for three elementary mathematics teachers 2010. Web. 24 Oct. 2020 <http://en.copian.ca/library/research/jarl/rithmetic/rithmetic.pdf>
Helena P. Osana, Saul Carliner, Guillaume W. Jabbour & Chantal Desrosiers (2010). ‘Rithmetic and readiness: Exploring meaningful professional development for three elementary mathematics teachers. Retrieved October 24, 2020, from http://en.copian.ca/library/research/jarl/rithmetic/rithmetic.pdf
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