Original Research

A site-based model for professional development in mathematics at the elementary school level

Denise S. Mewborn, Patricia D. Huberty
Pythagoras | Issue 59 | a126 | DOI: https://doi.org/10.4102/pythagoras.v0i59.126 | © 2004 Denise S. Mewborn, Patricia D. Huberty | This work is licensed under CC Attribution 4.0
Submitted: 20 October 2004 | Published: 20 October 2004

About the author(s)

Denise S. Mewborn, University of Georgia, United States
Patricia D. Huberty, University of Georgia, United States

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Teaching is a profession in which one must continue to learn because there is no one right way to teach, and one does not “master” teaching. Students change, curricula change, and schools change; thus there is always a need to grow as teachers. Heaton (1994, 2000), an experienced teacher who engaged in a year-long self-study as she tried to change her teaching practice to be consistent with current calls for reform, characterized teaching as “inherently under construction … and continuous invention” (p. 341).


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