The More Time the Participants Interacted with the Math Mentor The More Their Instructional Practices Changes
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Authors
Global TIME, Feb 22, 2011 in Online,
Abstract
the purpose of this qualitative case study was to examine if The More Time the Participants Interacted with the Math Mentor The More Their Instructional Practices Changes in a small rural school district. The findings revealed that professional development programs should focus on increasing the awareness of the necessity of additional mentoring math programs that focus on improving instructional practices. The results of this study can be used to support continued advocacy for teacher professional development within the field of elementary mathematics.
Citation
Ash, G. & Kiriakidis, P. (2011). The More Time the Participants Interacted with the Math Mentor The More Their Instructional Practices Changes. In Proceedings of Global TIME -Online Conference on Technology, Innovation, Media & Education (pp. 77-107). Online,: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/37061.
© 2011 AACE