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Links Between Teacher Professional Development, Mathematical Knowledge for Teaching, and Student Achievement

Abstract

The Milwaukee Mathematics Partnership (MMP) theory of action claims that teacher professional development leads to improved teacher mathematical knowledge for teaching (MKT) which leads to improved student achievement. Through our work, we have found that participation in MMP- sponsored mathematics focused courses predicts higher MKT scores. Similarly, we have evidence that teacher MKT positively predicts variability in student mathematics achievement. What is missing is the link between teacher participation in content focused courses and student achievement. This analysis combines data from three sources-teacher MMP course enrollment, teacher MKT scores, and student math achievement - and presents the evidence developed to date.

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