The Efficacy of Research-Based “Mathematics for All” Professional Development

Author:
Kathleen Melhuish Texas State University

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Eva Thanheiser Portland State University

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Alexander White Texas State University

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Brenda Rosencrans Portland State University

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J. Michael Shaughnessy Teacher Development Group, Portland, OR

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Linda Foreman Teacher Development Group, Portland, OR

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Andrew Riffel Catlin Gabel School, Portland, OR

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Layla Guyot University of Texas at Austin

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Volume/Issue:
Volume 53: Issue 4
Page(s):
307–333
DOI:
https://doi.org/10.5951/jresematheduc-2019-0053
Restricted access
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Keywords:
Professional development; Lesson study; Achievement equity

This article contributes to the larger narrative around what makes a mathematics professional development (PD) successful and in what ways. We share a research-based PD model that was implemented in elementary schools in an urban school district for 3 years. The model uses a pseudo lesson study approach and emphasizes standards-based instruction. We found that teachers made gains in knowledge and instruction quality. However, whereas some students saw gains on standardized assessments, this was the case only for students who were not members of historically minoritized groups (Black/Latino), countering our assumptions that the PD would lead to equitable achievement results. We conclude with a discussion of how a colorblind approach to PD may account for the inequitable results.

Footnotes

This material is based on work supported by the National Science Foundation under Grant No. DRL-1223074. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

The guest editor for this article was Douglas Clements.

Contributor Notes

Kathleen Melhuish, Department of Mathematics, Texas State University, 601 University Dr., San Marcos, TX 78666; melhuish@txstate.edu

Eva Thanheiser, Department of Mathematics and Statistics, Portland State University, FMH Suite 460, 1855 SW Broadway Portland, OR 97201; evat@pdx.edu

Alexander White, Department of Mathematics, Texas State University, 601 University Dr., San Marcos, TX 78666; aw22@txstate.edu

Brenda Rosencrans, Department of Mathematics and Statistics, Portland State University, FMH Suite 460, 1855 SW Broadway Portland, OR 97201; ros8@pdx.edu

J. Michael Shaughnessy, Teacher Development Group, 4835 Willamette Falls Dr., 2505 SE 11th Ave., Suite 313, Portland, OR 97202; mikesh@pdx.edu

Linda Foreman, Teacher Development Group, 4835 Willamette Falls Dr., 2505 SE 11th Ave., Suite 313, Portland, OR 97202; linda.foreman@teachersdg.org

Andrew Riffel, Department of Mathematics, Upper School, Catlin Gabel School, 8825 SW Barnes Rd., Portland, OR 97225; riffela@catlin.edu

Layla Guyot, Department of Statistics and Data Sciences, University of Texas at Austin, 2317 Speedway, Austin, TX 78712; layla.guyot@austin.utexas.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2022
Page Count:
28
Article Category:
Research Article
Received:
01 Nov 2020
Accepted:
03 Mar 2021
Print Publication Date:
01 Jul 2022
Online Publication Date:
Jul 2022
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