Resumen de Teachers’ PD uptake: how visual representations impacted mathematics teaching
Nicora Placa, Karen Koellner, Nanette Seago, Amanda Riske, David Carlson
This study provides an in-depth examination of two teachers who participated in a mathematics professional development project that focused on linguistically responsive teaching and what the teachers took up and used in their classrooms 3-4 years after their participation in the project. Survey, interview and classroom video data were analysed in order to explore the ways in which the teachers’ learning from the PD endured over time. Results indicate that the teachers remembered, continued to use and hone their use of visual representations as a strategy to provide access to English learners. These strategies and implementation use were aligned to the goals and intention of the PD. Furthermore, they extended and transferred this knowledge to other content areas and to remote teaching settings.
