A qualitative study of selected high school mathematics teacher perspectives regarding content, instruction, and assessment factors subsequent to a standards-based professional development experience

This study engaged qualitative research methods to explore the perspectives of mathematics teachers regarding the factors of content, instruction and assessment subsequent to a standards-based professional development experience. Data were gathered regarding five co-researchers using a demographic survey, pre- and post semi-structured interviews and pre- and post classroom observations. Analyses were completed regarding a wide range of variables pertinent to the instruction of Algebra I classes. Among the variables analyzed were the experience level of the teachers, the format of the professional development experience, awareness and response to published standards for teaching mathematics, and methods of assessment. This study found that teachers' mathematics conception variations in interpretation and instructional approaches were related to student-centered or teacher-centered instruction. This study also found relatively high consistencies among instructional practices and the use of textbooks and accompanying materials. Professional development activities that influenced instructional changes were found to be related to teachers being shown explicit research literature and explicit videotaped student interactions in groups, and actual teacher immersion into similar grouping and instructional activities required of students. The results were reconnected with the literature reviewed, and recommendations were made regarding professional development experiences in general.