Research, Reflection, and Practice: Show Me the Evidence: Mathematics Professional Development for Elementary Teachers
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Once teachers enter the profession, the United States education system has no proven mechanism to systematically improve mathematics teaching in our classrooms (Stigler and Hiebert 1999). Over the past decade, many researchers have described effective features of professional development. This article reviews the features of mathematics professional development for elementary teachers that have been empirically supported over the past several decades, if only by one or a few small-scale studies.
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Her research interests include the professional development and continued learning of in-service teachers and mathematics teacher educators.
Edited by Julie Cwikla, Julie.Cwikla@usm.edu, University of Southern Mississippi Gulf Coast, Long Beach, MS 39560, and Armando Martinez-Cruz, amartinez-cruz@fullerton.edu, California State University—Fullerton, Fullerton, CA 92834. Readers are encouraged to send manuscripts appropriate for this section to “Research, Reflection, Practice,” NCTM, 1906 Association Dr., Reston, VA 20191-1502.
