Skip to content

Content-intensive 93-hour math PD program combining Intel Math, Mathematics Learning Community, and Video Feedback Cycles

Design · All designs
Evidence · 5 claims (3 for, 2 against) · 2 studies (2 causal), q4 · 0 of 2 report an effect size · 5 claims rest on one study

Description

A 93-hour professional development program focused on deepening grade 4 teachers' general math knowledge and some math knowledge for teaching. Its core was "Intel Math , an intensive 80 -hour workshop delivered in summer 2013 that focused on deepening teachers' knowledge of grades K–8 math". Two school-year components totaling 13 hours reinforced the content: five structured 2-hour collaborative meetings reviewing math content and analyzing student work, and three rounds of individualized video-based coaching with feedback on mathematical explanations using the MQI rubric.

Design Implications

Context

Requirements

  • Summer workshop plus school-year reinforcement components delivered during the 2013–14 school year
  • Coaching feedback based on video analysis of lessons using the MQI rubric
  • Delivered by experienced instructors (one mathematician and one math educator per district) for Intel Math and trained district-based facilitators for the school-year components
  • Video feedback based on lessons on topics covered in Intel Math and the Mathematics Learning Community, coded with the MQI instrument

Constraints

  • The program targeted elementary teachers' K–8 math content knowledge; it did not improve student achievement in this study
  • Evaluated with grade 4 teachers in self-contained classes across six districts and five states
  • The report states the PD did not improve student achievement despite improving teacher knowledge and one practice dimension

Target Learners

  • fourth-grade teachers
  • elementary school teachers
  • Grade 4 elementary teachers of mathematics

Learning Goals

  • deepening teachers' general math content knowledge
  • improving quality and clarity of teachers' mathematical explanations
  • Deepen teachers' conceptual understanding of grades K–8 mathematics
  • Improve mathematical quality of instruction

Claims

Examples

-

Key Sources

  • Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on teachers' mathematical knowledge: The impact of content-intensive professional development (NCEE 2016-4010). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/pubs/20164010
  • Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development, executive summary (NCEE 2016-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee
Page metadata
Field Value
type design
id content-intensive-93-hour-math-pd-program
aliases content-intensive-math-pd-program-93-hours
title Content-intensive 93-hour math PD program combining Intel Math, Mathematics Learning Community, and Video Feedback Cycles
description A 93-hour professional development program focused on deepening grade 4 teachers' general math knowledge and some math knowledge for teaching.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — garet-2016

Frontmatter is the page's machine-readable record — see the Schema & Guide.