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.

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