Mathematics Teachers’ Perspectives on Online Professional Development Modules

Nicole Joseph, Jacqueline Leonard, Kara Mitchell Viesca, Boni Hamilton


This study examines mathematics teachers’ perspectives regarding newly developed online professional learning for elementary mathematics teachers of multilingual learners. We examined the responses of 12 teachers on surveys that included both Likert scale and open response items to explore the learning, strengths and weaknesses of the modules. Overall, this study demonstrates the potential for online professional learning at the intersection of language and mathematics and suggests important ways for teacher learning across time to be supported.


mathematics teachers; online; professional development

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The NABE Journal of Research and Practice is a publication of the National Association for Bilingual Education in association with the Northern Arizona University College of Education.  For more information, visit About the journal.

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