Journal of Mathematics Teacher Education

, Volume 19, Issue 6, pp 575–594 | Cite as

Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers

  • Yasemin Copur-GencturkEmail author
  • Anne Papakonstantinou


This study examines the effects of professional development on various aspects of teachers’ mathematics instruction. Using data collected between 2005 and 2009, we examined the extent to which the instructional practices of 49 US high school teachers who participated in content-based, sustained professional development changed over time. We found that changes in several aspects of their instructional practices followed somewhat different patterns. Teachers made statistically significant and steady changes in mathematical discourse, instructional clarity, and the development of students’ mathematical habit of mind, but not in student interactions or in the use of multiple representations.


Professional development In-service teacher education High school teacher Mathematics Instructional practice Longitudinal study 



This study is based upon work sponsored by a grant from the National Science Foundation under the Grant No. EHR 0412072.  Any opinions, findings, and conclusions expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation.


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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.Department of Curriculum and InstructionUniversity of HoustonHoustonUSA
  2. 2.Rice University School Mathematics ProjectRice UniversityHoustonUSA

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