Mathematics teacher perceptions of conceptually based teaching after participation in hackathon style professional development

• Online Access: http://hdl.handle.net/2047/D20327461

The purpose of this inquiry is to learn more about the perceptions of mathematics teachers regarding conceptually based mathematics instruction (CBMI). The literature is clear that CBMI is associated with higher achievement outcomes and students from low socio-economic schools are less likely than their more affluent peers to experience it. The shift from procedurally based to conceptually based instruction has been a challenge as it requires a change in mindset regarding how mathematics learning looks and feels for teachers and students. The literature suggests that traditional forms of professional development (PD) have not been successful at changing teacher mindset. Riverview Public Schools (RPS) is a large urban district where the resistance to CBMI mirrors the literature. The impetus behind this inquiry is to implement PD that is consistent with what is expected in CBMI classroom instead of traditional one day PD. Interpretive Phenomenological Analysis (IPA) methodology was used to extrapolate themes from the transcribed interviews of the six participants who engaged in a hackathon style professional development (HSPD) focused on lesson planning. The themes that emerged highlighted the participants' perceived importance of learner centricity, communication and collaboration, teacher as facilitator, and learning as an ongoing process for both juvenile and adult learners. These findings suggest that a more deliberate approach to professional learning that includes HSPD may lead to a greater likelihood of teachers engaging in CBMI and the development of a true PLC throughout RPS. Keywords: hackathon, conceptually based mathematics, PLCs, growth mindset, teacher beliefs