TEACHER INTERPRETATIONS OF THE GOALS OF MATHEMATICS PROFESSIONAL DEVELOPMENT AND THE INFLUENCE ON CLASSROOM ENACTMENT

This multiple-case study is an investigation of how four high school teachers interpreted the goals of a professional development (PD) program and how these interpretations influenced their instructional practices during observed lessons. The teachers participated in PD that focused on using standards-based pedagogy and mathematical tasks with higher-level demands. Each teacher stated an interpretation of the goals that was consistent with the PD, but concentrated on one of the objectives for each of the goals. The teachers’ interpretations of the goals influenced the lessons they taught and their use of ideas from the PD.