Mathematics Teachers’ Perspectives on Online Professional Development Modules

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

Abstract


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.

Keywords


mathematics teachers; online; professional development

Full Text: PDF

Refbacks

  • There are currently no refbacks.

Comments on this article

View all comments



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.

The author(s) of each article appearing in this Journal is/are solely responsible for the content thereof; the publication of an article shall not constitute or be deemed to constitute any representation by the Editors, the National Association of Bilingual Education, or Northern Arizona University that the data presented therein are correct or sufficient to support the conclusions reached or that the experiment design or methodology is adequate.