Published In

Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Document Type

Conference Proceeding

Publication Date



Mathematics -- Study and teaching (Elementary), Effective teaching, Mathematical ability, Mathematics teachers--Training of


While professional development (PD) provides an opportunity for teachers to cultivate skills that are consistent with best practices in the field, it is their buy-into the PD that ultimately determines the effectiveness of the PD. We examined how teacher buy-in affected the classroom habits and practice of four elementary teachers who took part in a district wide PD. Using baseline and first-year implementation video recordings, in conjunction with frameworks for discourse analysis, cognitive demand, and tools built specifically to measure PD implementation, we found that varying combinations of teachers' beliefs served as a mitigating factor for PD implementation.


Presented at the Hoosier Association of Mathematics Teacher Educators in Indianapolis, IN.

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