Sponsor
National Science Foundation Grant No. DRL-1223074
Published In
Journal for Research in Mathematics Education
Document Type
Post-Print
Publication Date
7-1-2022
Subjects
Educational leadership, Mathematics education
Abstract
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.
Rights
Copyright: The National Council of Teachers of Mathematics, Inc. All rights reserved. 2022
Locate the Document
DOI
10.5951/jresematheduc-2019-0053
Persistent Identifier
https://archives.pdx.edu/ds/psu/38253
Citation Details
Published as: Melhuish, K., Thanheiser, E., White, A., Rosencrans, B., Shaughnessy, J. M., Foreman, L., ... & Guyot, L. (2022). The efficacy of research-based “mathematics for all” professional development. Journal for Research in Mathematics Education, 53(4), 307-333.
Description
This is the author’s version of a work. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal for Research in Mathematics Education, 53(4), 307-333.