The Effect of a Long-term Professional Development Course in Standards-based Mathematics on the Attitudes and Practices of Inservice Teachers

Authors

Destiny Turner, Brigham Young University
Dr. Candice Ridlon, Brigham Young University

Keywords

development course, mathematics, attitudes, inservice teachers

College

Marriott School of Management

Department

Mathematics

Abstract

In 2000, the National Council of Teachers of Mathematics (NCTM) developed a set of principles and standards to guide mathematics teaching in grades K-12. These principles outline pedagogy that encourages students to discover and understand math on a conceptual level. These monumental standards are widely recognized, but unfortunately, are not as widely implemented in actual classrooms. Most often, this problem is addressed through short-term professional development workshops.

Recommended Citation

Turner, Destiny and Ridlon, Dr. Candice (2013) "The Effect of a Long-term Professional Development Course in Standards-based Mathematics on the Attitudes and Practices of Inservice Teachers," Journal of Undergraduate Research: Vol. 2013: Iss. 1, Article 2711.
Available at: https://scholarsarchive.byu.edu/jur/vol2013/iss1/2711