No abstract

Teacher professional development for mathematics teachers is critical to improving teacher quality and student achievement. This study clarifies nine core features for effective professional development programs in mathematics education, based on previous research. These features are: (1) content focus, (2) active learning, (3) fostering coherence, (4) duration, (5) collective participants, (6) teacher outcomes, (7) research-based models, (8) data driven by students, and (9) changes in teachers' beliefs and attitudes. In addition, this study provides a module of professional development programs involving all of the nine core features for mathematics teachers. The evidence concerning the effectiveness of the program is discussed. This study provides guidelines to create effective teacher professional development programs.

In the current high–stakes testing environment, a mention of assessment is inevitably associated with large–scale summative assessments at the end of the school year. Although these assessments serve an important purpose, assessing students' learning is an ongoing process that takes place in the classroom on a regular basis. Effectively gathering information about student understanding is integral to all aspects of mathematics instruction. Formative assessments conducted in the classroom have the potential to provide important feedback about students' understanding, guide future instruction to improve student learning, and provide roadmaps for both teachers and students in the process of learning.