Examining the effectiveness of an M.Ed. program on mathematics educators’ content and pedagogical knowledge

Purpose This study explores the degree to which a Master’s degree program, developed through a school district–university partnership, influenced participants’ mathematical content, pedagogical and instructional knowledge with the goal to subsequently impact student mathematical learning and achievement. Design/methodology/approach A mixed methodology approach was used for this study. Quantitatively, participants’ mathematical content knowledge was measured through pre- and post-tests using McGraw-Hill’s ALEKS program, and their mathematical teaching knowledge was measured through the Learning Mathematics for Teaching (LMT) assessment administered in the first (Summer Year 1) and last (Spring Year 2) math courses of the program. Qualitatively, the program’s impact on teacher instruction was measured through participants’ comparison of video lessons recorded at the beginning and end of the program, through engagement in a teacher action research capstone project and exit reflections. Findings Results on the ALEKS assessment indicated statistically significant increases in mathematical content knowledge, particularly in the domains of (1) Lines and Functions and (2) Exponents and Polynomials. Findings from the LMT assessment also indicated statistically significant increases in mathematical teaching knowledge. Educators’ video recording comparison reflections, action research capstones and overall program reflections indicated participants viewed the program as having a significant impact on their instructional practices as well as their approach to teaching as a process. Research limitations/implications This study did not examine the direct impact of teacher learning on their students. Originality/value This paper provides insight into systematic and sustained collaboration for professional learning within partnership spaces.