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We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs.

This Research Commentary addresses the need for an instrument abstract—termed an Interpretation and Use Statement (IUS)—to be included when mathematics educators present instruments for use by others in journal articles and other communication venues (e.g., websites and administration manuals). We begin with presenting the need for IUSs, including the importance of a focus on interpretation and use. We then propose a set of elements—identified by a group of mathematics education researchers, instrument developers, and psychometricians—to be included in the IUS. We describe the development process, the recommended elements for inclusion, and two example IUSs. Last, we present why IUSs have the potential to benefit end users and the field of mathematics education.