Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics

TLDR

The study documents that teachers who underwent a professional development program on students’ mathematical thinking continued to apply its principles four years later. Twenty‑two teachers were followed up through interviews and classroom observations. All 22 teachers continued to use children’s thinking, and 10 demonstrated generative growth by viewing it as central, possessing detailed knowledge, discussing developmental frameworks, elaborating their own understanding, and seeking knowledgeable colleagues; the follow‑up also highlighted insights into generative growth, sustainability of changed practice, and professional development.

Abstract

This study documents how teachers who participated in a professional development program on understanding the development of students’ mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers engaged in generative growth (a) viewed children’s thinking as central, (b)possessed detailed knowledge about children’s thinking, (c) discussed frameworks for characterizing the development of children’s mathematical thinking, (d) perceived themselves as creating and elaborating their own knowledge about children’s thinking, and (e) sought colleagues who also possessed knowledge about children’s thinking for support. The follow-up revealed insights about generative growth, sustainability of changed practice and professional development.