PA072: Have Your Pi and Teach it 2-Improving Math Instruction

Friday, February 21, 2014 8:00 AM–8:50 AM


This paper will present a two-year study examining the effects of a teacher training program on early numeracy instruction. A single-case, mixed methods research design was used to examine the effects of a professional development series on classroom instruction. Five teachers completed a ten hour professional development series on Central Conceptual Structure Theory and empirically supported early numeracy instructional strategies. Teachers’ instructional effectiveness was progress monitored using a multiple baseline design.


Jill C. Snyder, Boston Public Schools, Boston, MA