Change in the Era of Common Core Standards: A Mathematics Teacher’s Journey

Laura B. Kent

Abstract


This article describes the changing practice of a seventh grade mathematics teacher as she participates in a professional development program that focused on how students think about and solve problems involving rational numbers.   Data sources included pre and post test data on both teacher content measures and measures of knowledge of student thinking, observations during professional development workshops, classroom observations and interviews with the teacher.  The data showed that the most significant aspects of the professional development workshop to impact the teacher’s change process were the classroom embedded workshops and her expanding knowledge of how her own students solved problems.  The results provide an encouraging opportunity to effect changes in classroom practice of secondary mathematics teachers.


Keywords


teacher change

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References


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