This descriptive case aimed to examine a new model of job-embedded and on-going professional development using both blended learning and gamification approach as a delivery method. Qualitative and quantitative data collected for the study were from different sources to ensure the validity and reliability of the findings. The quantitative data findings indicated that participating in the PD first module impacted both the teachers learning of effective mathematics teaching, as well as their mathematical content knowledge. Furthermore, they planned to implement what they learned from the PD into their classroom teaching. Qualitative data findings identified three common themes emerging from the data analysis including awareness of high quality resources, students' engagement through the use of games and technology, and tasks to promote students' mathematical thinking.
|Original language||English (US)|
|Title of host publication||Handbook of Research on Teacher Education and Professional Development|
|Number of pages||10|
|State||Published - Sep 23 2016|
ASJC Scopus subject areas
- Social Sciences(all)