Department of Teaching, Learning, and Teacher Education
Document Type
Article
Date of this Version
2015
Citation
NABE Journal of Research and Practice, vol 6 (2015)
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.
COinS