Integrating Pedagogy and Mathematics Content in Content-Focused Professional Development

Author:
Liza Bondurant Mississippi State University

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Joey Rutherford University of Mississippi

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Shannon Sharp University of Mississippi

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Volume/Issue:
Volume 13: Issue 3
Page(s):
206–228
DOI:
https://doi.org/10.5951/MTE.2023-0045
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Keywords:
design principles; methods course; professional development

In this Perspective on Practice, we describe how we interpreted, built on, and adapted the design principles shared in “The Content-Focused Methods Course: A Model for Integrating Pedagogy and Mathematics Content” by Steele and Hillen (2012). Using evidence of learning from that report as a foundation, we provide insights into how integrating pedagogy and mathematics content in content-focused professional development (CFPD) influenced our evidence of learning.

Contributor Notes

Liza Bondurant, Mississippi State University, Mississippi State, MS 39762; lbondurant@colled.msstate.edu

Joey Rutherford, University of Mississippi, University, MS 38677; glruther@olemiss.edu

Shannon Sharp, University of Mississippi, University, MS 38677; srsharp1@olemiss.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2025
Page Count:
23
Article Category:
Editorial
Received:
19 Sep 2023
Accepted:
04 Sep 2024
Print Publication Date:
01 Jun 2025
Online Publication Date:
Jun 2025
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