Faculty Scholarly Dissemination Grants


Prediction Questions In The Elementary Classroom: Transitioning From A Professional Development Experience To Classroom Enactment


Mathematics Department


College of Liberal Arts and Sciences


Arts and Humanities | Physical Sciences and Mathematics


There is a burgeoning concern among researchers, educators, and policymakers to develop teacher capacities through professional development (PD) as a means for improving instructional practices to increase student learning and achievement. In this paper we share results of a study, utilizing a levels of transfer framework to investigate how three elementary school teachers transition their knowledge from a PD experience into classroom practice; in particular, how does use of prediction questions serve as a catalyst for promoting reform-teaching practice?

Conference Name

34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2012)

Conference Location

Kalamazoo, MI

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