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.

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.

DOI

10.5951/jresematheduc-2019-0053

Persistent Identifier

https://archives.pdx.edu/ds/psu/38253

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