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Investigating the Effect of Professional Development, Mathematical Knowledge for Teaching and Instruction on Student Outcomes

Primary Investigator(s): Robin Jacob

Funding Agency: National Science Foundation

Period: 9/1/2009 - 9/1/2016

This study examines the mathematical knowledge needed for effective mathematics instruction in elementary grades, and explores the impact of a specific mathematics professional development program (Math Solutions) on teacher knowledge and student learning. The evaluation is designed as a cluster randomized experiment in which teachers are randomly assigned to receive Math Solutions. The study explores the extent to which participation in Math Solutions training improves teachers’ mathematical knowledge for teaching and student achievement in mathematics. In addition to seeking understanding of how teachers’ mathematical knowledge and classroom instructional practices relate to student outcomes, the study will explore the strengths and weaknesses of the Math Solutions implementation model.