Effective professional development is vital for improving mathematics teaching (National Council of Teachers of Mathematics [NCTM], 2007), so studying effective professional development programs is important to the field of mathematics education. This case study presents findings on one teacher, Rebecca, and her experiences in a five-semester mathematics professional development for elementary teachers. The participants in this professional development engaged in collaborative problem solving of challenging mathematical tasks over extended periods of time. I used qualitative research methods based on grounded theory methodology (Charmaz, 2006) to analyze Rebecca's entrance and exit surveys, video data of Rebecca's individual interviews, and video data of Rebecca and her collaborative group problem solving in the professional development. Analysis shows that through the professional development program, Rebecca had transformative experiences which led to significant changes in her perspectives and practices. This case study contributes to the field of mathematics education a better understanding of the transformations teachers can experience through professional development as well as some particular conditions for professional development programs to be successful in offering teachers opportunities for transformative experiences.
College and Department
Physical and Mathematical Sciences; Mathematics Education
BYU ScholarsArchive Citation
Orsak, Rachelle Myler, "Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program" (2009). All Theses and Dissertations. 1781.
mathematics education, professional development, transformative experiences, mathematics, teaching, learning, confidence, teachers, case study, qualitative, personal agency