Abstract
This paper explores relationships between the amount of time community college mathematics faculty spend participating in professional development (PD) and their mathematical knowledge for teaching (MKT) with the one measurement of the quality of instruction-making sense of procedures. We present the results of an analysis of data collected during the Fall 2017 semester from a group of community college instructors in the U.S.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 |
| Editors | Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale |
| Publisher | Psychology of Mathematics Education (PME) |
| Pages | 464-471 |
| Number of pages | 8 |
| ISBN (Print) | 9780639821528 |
| State | Published - 2019 |
| Event | 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 - Pretoria, South Africa Duration: Jul 7 2019 → Jul 12 2019 |
Publication series
| Name | Proceedings of the International Group for the Psychology of Mathematics Education |
|---|---|
| Volume | 2 |
| ISSN (Print) | 0771-100X |
| ISSN (Electronic) | 2790-3648 |
Conference
| Conference | 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 |
|---|---|
| Country/Territory | South Africa |
| City | Pretoria |
| Period | 7/7/19 → 7/12/19 |
Bibliographical note
Publisher Copyright:© 2019 left to authors All rights reserved.