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Direct linkCarney, Michele B.; Brendefur, Jonathan L.; Thiede, Keith; Hughes, Gwyneth; Sutton, John – Educational Policy, 2016
We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics…
Descriptors: Mathematics Education, Mathematics Teachers, Professional Development, Pedagogical Content Knowledge
