NDLI: Re-engaging with Primary Mathematics Through Sustained Professional Development: A Case Study

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Re-engaging with Primary Mathematics Through Sustained Professional Development: A Case Study

Content Provider	Directory of Open Access Journals (DOAJ)
Author	Catherine Attard
Abstract	This paper reports on aspects of a case study of sustained professional development to improve teacher and student engagement with mathematics. Teachers from Grades 3 to 6 in one Western Sydney primary school were involved with a professional development program over the course of 18 months. Prior to this, the teachers limited opportunities to engage with any mathematics-related professional development. The professional development program resulted in improved teacher engagement and the development of a community of practice within the school. Findings from the study align with recommendations from literature that teachers must be provided with opportunities for continuing professional development that is self-nominated and focused on individual needs as well as group needs.
Related Links	https://journal.qitepinmath.org/index.php/seamej/article/view/41
ISSN	20894716
e-ISSN	27218546
DOI	10.46517/seamej.v7i1.41
Journal	Southeast Asian Mathematics Education Journal
Issue Number	1
Volume Number	7
Language	English
Publisher	SEAMEO Regional Centre for QITEP in Mathematics
Publisher Place	Indonesia
Access Restriction	Open
Subject Keyword	Theory and Practice of Education Mathematics Professional Development Primary School Primary Mathematics Teacher Engagement Community of Practice
Content Type	Text
Resource Type	Article

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