EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES

Patrick Kimani; Laura Watkins; Rik Lamm; Irene Duranczyk; Vilma Mesa; Nidhi Kohli; April Ström

EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES

Patrick Kimani
, Laura Watkins
, Rik Lamm
, Irene Duranczyk
, Vilma Mesa
, Nidhi Kohli
, April Ström

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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.

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Kimani, P., Watkins, L., Lamm, R., Duranczyk, I., Mesa, V., Kohli, N., & Ström, A. (2019). EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 (pp. 464-471). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2). Psychology of Mathematics Education (PME).

EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES. / Kimani, Patrick; Watkins, Laura; Lamm, Rik et al.
Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. ed. / Mellony Graven; Hamsa Venkat; Anthony A Essien; Pamela Vale. Psychology of Mathematics Education (PME), 2019. p. 464-471 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Kimani, P, Watkins, L, Lamm, R, Duranczyk, I, Mesa, V, Kohli, N & Ström, A 2019, EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES. in M Graven, H Venkat, AA Essien & P Vale (eds), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 2, Psychology of Mathematics Education (PME), pp. 464-471, 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019, Pretoria, South Africa, 7/7/19.

Kimani P, Watkins L, Lamm R, Duranczyk I, Mesa V, Kohli N et al. EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES. In Graven M, Venkat H, Essien AA, Vale P, editors, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. Psychology of Mathematics Education (PME). 2019. p. 464-471. (Proceedings of the International Group for the Psychology of Mathematics Education).

Kimani, Patrick ; Watkins, Laura ; Lamm, Rik et al. / EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES. Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. editor / Mellony Graven ; Hamsa Venkat ; Anthony A Essien ; Pamela Vale. Psychology of Mathematics Education (PME), 2019. pp. 464-471 (Proceedings of the International Group for the Psychology of Mathematics Education).

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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.",

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EXPLORING RELATIONSHIPS BETWEEN NUMBER OF HOURS OF PROFESSIONAL DEVELOPMENT, MATHEMATICS KNOWLEDGE FOR TEACHING, AND INSTRUCTOR’S ABILITY TO MAKE SENSE OF PROCEDURES

Abstract

Publication series

Conference

Bibliographical note

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