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Abstract
In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers’ employment of strategies used in the classroom to foster the mathematical habits of mind and mathematical self-efficacy of their students. We describe the creation and testing of a student survey designed to assess teacher classroom practice based primarily on students’ ratings of teacher practices.
Acknowledgements
The work reported in this article was supported by the NSF Math–Science Partnership programme under Award No. 0831420. The opinions expressed herein are those of the authors and do not reflect the views of NSF. The authors wish to acknowledge the contributions of the reviewers and the guest editor to the final revision of the article.