1

Determining How Teachers Attitudes About Mathematics Professional

Development Impact Their Willingness to Change
Britaney Cosner; Elementary Education - Dr. Honi J. Bamberger; Mathematics

Introduction
I. Research Questions
1. What part of the mathematics professional development fostered positive attitudes and
change of mathematics instruction?
2. What part of the mathematics professional development created negative attitudes and
did not bring change in mathematics instruction?
3. How much does a negative or positive attitude about mathematics professional
development contribute to teachers willingness to change their mathematics instruction?
II. Overview of Research
This research focused on investigating the effectiveness of the mathematics professional
development conducted with in-service elementary school teachers, teaching grades kindergarten
through second, on their attitudes, practices, and perceived confidence when teaching
mathematics. Observations and one-on-one interviews with a random sampling of teachers from
the Enlarged City School District (ECSD) of Middletown, New York over a two-day period were
conducted to determine how the professional development that teachers are participating in
(institutes, workshops, classroom observations and feedback, ongoing support from mathematics
support teachers, and administrative support) has impacted their mathematics instruction,
attitudes towards mathematics instruction, and perceived confidence in teaching mathematics.

2
III. Definitions of Essential Vocabulary
Definitions adapted from www.dictionary.reference.com
1. Professional Development - the advancement of skills or expertise to succeed in a
particular profession. In this case, a mathematical education profession.
2. Attitudes a feeling related to a particular person or thing
3. Beliefs - an opinion or conviction
4. Practices - habitual or customary performance
5. Perceived Confidence how the teacher outwardly (through body language or verbal
language) demonstrates belief in oneself
6. Willing - cheerfully consenting or ready
Background
I. What is Middletown, New York?

II. Why Research in Middletown, New York?

In 2013, the four elementary schools of ECSD of Middletown were becoming
departmentalized. Teachers in this district were given the option of becoming English Language
Arts teachers or Mathematics and Science teachers. While teachers self-selected one of these two
content areas, it was realized that many teachers who selected mathematics and science were not
experts in either of these areas. Some teachers had a difficult time aligning the Common Core
State Standards in Mathematics (CCSS-M) with the Practice Standards for Mathematics. Those
observing instruction saw reliance on traditional mathematics pedagogy. Dr. Kenneth Eastwood,
the Superintendent of schools, contacted Dr. Honi Bamberger, Professor in the Department of
Mathematics at Towson University and the Executive Director of a Professional Development

3
agency called, MathWorks: Promoting Excellence in Mathematics Education. Dr. Bamberger
was asked to generate a proposal that would provide ongoing mathematics professional
development for every Kindergarten through 8th grade teacher in this district. The proposal was
accepted; and the Federal Program, Race-to-the-Top, is funding the $19 million grant. Dr.
Bamberger and her team of mathematics educators are now in their second year of working to
create mathematics leaders in the elementary schools of Middletown, New York.
Despite multiple professional development institutes held by the MathWorks
mathematics educators, many teachers in the ECSD of Middletown, New York continue to resist
creating problem-based lessons that use mathematics manipulative materials and technology.
This has been evident when the MathWorks consultants return to observe in classrooms four
different times during the academic year. In addition, the Mathematics TOSAs (Teachers on
Special Assignment) report these challenges during monthly telephone conferences with Dr.
Bamberger. While there are teachers who have embraced the CCSS-M and are working
diligently to ask more questions and provide meaningful, relevant activities, there are others who
do not appear to have the confidence, skills, or desire to become more inquiry-based during their
mathematics teaching.
Methods
During my two days in Middletown I worked in each of the four elementary schools
listed above. I observed segments of mathematics lessons in kindergarten through second grade
classrooms from a sampling of randomly selected teachers. All Kindergarten through secondgrade teachers from each of the schools were previously put into categories by MathWorks
consultants based on the perceived level of implementation of mathematics instruction. The
categories were: 1. Hardly implements routines, tasks or uses problems to engage students in

4
mathematics instruction; 2. Seems to be trying to use some of the routines, activities or tasks, but
questions are specific (not open-ended) and students appear to be unmotivated during
mathematics class; 3. Uses tasks, problems, and routines to engage students and students seem to
respond in a positive manner; still needs assistance with questioning and allowing lesson to be
more student-centered; 4. Capably questions students, uses most (if not all) of the routines
taught; lessons are problem-based and student-centered. The names of the randomly selected
teachers were then given to the Grants Program Director, Ms. Amy Creeden, who asked the
teachers if it would be okay for Dr. Bamberger and I to observe in their room and then survey
them about what they were doing. Three teachers asked not to be observed. One was the only
1 at her school, another was a woman who was pregnant and didnt want the additional
interruption (since shed be going out on maternity leave) and a third gave no reason. In all, 15
teachers were observed and then surveyed over the two-day period.
During these observations, I used a modification of the MathWorks consultants
observation form to collect information on the strategies that teachers used as they taught. I was
not given the information on which categories the observed teachers were previously placed in. I
made notes of the kinds of questions teachers ask, the use or non-use of manipulative materials,
the grouping of students during the lesson, whether the activity was differentiated, and whether
the task(s) given were problem-based. I also made notes of the teachers outward confidencei
while teaching in this manner. In addition to observations, I conducted a brief interview with
each teacher discussing their attitudes and beliefs regarding mathematics instruction and
mathematics professional development, including, what it is that impacts the changes he or she is
willing to make, what has encouraged or discouraged his or her thinking differently about the

5
mathematics being taught, and how supported he or she feels from the TOSAs, administrators,
and MathWorks support team.
After collecting the data, I classified the teachers into three categories Willing to Grow
and Change From Professional Development, Hesitant to Grow and Change From Professional
Development, and Resisting Growth and Change From Professional Development. This was
based on both observations and interviews. Willing To Change meant that the teacher, even if
they were not perfectly implementing inquiry based mathematics instruction, was willing to
continue growing and striving towards perfect implementation. They had positive attitudes
towards the professional development process, with reasonable complaints. Resisting Change
meant that the teacher, even if they were demonstrating some implementation of inquiry based
mathematics instruction, did not want to change the way they taught mathematics. They may
have been doing so just because they had to. They had negative attitudes about the professional
development process, with unreasonable complaints. Hesistant to Change was the middle-ground
between the two previous categories, where teachers swayed from one side of the spectrum to the
other during observations and interviews.
I then selected the top factors that influenced the Willing To Change teachers willingness
to change their attitudes, beliefs, and practices and the top factors that prevented the Resisting
Change teachers willingness to change their attitudes, beliefs, and practices. Many times these
factors were the same, but opposite, for the two groups.

Findings/Conclusions from Data

I. Most influential factors in teachers willingness to changed belief/attitude and practices
after on-going professional development (not ordered)

6
1. Support: Teachers willingness to change was directly related to the level of support
the teachers felt they had, from TOSAs, MathWorks consultants, and administration, while
undergoing mathematics instructional. 100% of the teachers classified as Willing To Change felt
that the TOSAs were helpful and beneficial to improving their mathematics instruction and 89%
in this classification felt that they were overall well supported by MathWorks and their
administration. On the other hand, 0% of the teachers classified as Resisting Change and
Hesitant to Change felt supported by TOSAs, MathWorks, or their administration.
2. Finding the Time: Reilly (2015), in her article Commitment for Change, discusses
some of the reasons that change leaders, such as learning coaches and administration, faced
resistance to change in their teachers. She mentioned the teacher feels like there just is not
enough time to teach new things. Knowing there is a lot of material to teach, this teacher may
be afraid she wont get through it all if she adds something new. (p.45) This was the case in
67% of the Resisting Change teachers, where on the other hand, 67% of the Willing to Change
teachers simply did not feel that they had this problem. In addition, 67% of the Resisting Change
teachers felt that they had no other option than to spend a large portion of their own personal
time learning new material and preparing lessons that would reflect the professional development
they received. Interestingly enough, 78% of the Willing to Change teachers stated that they spend
a lot of their own personal time learning new material and preparing lessons that would reflect
the professional development they received, but 71% of these teachers felt that they were doing it
(and enjoying it) by their own choice. Only 22% of the Willing to Change teachers who stated
they spend a lot of their own personal time learning new material and preparing lessons felt that
they had no choice but to use their time this way. 100% of the Hesitant to Change teachers felt

7
that they spent a lot of their personal time learning new material and preparing lessons, with 33%
doing this on their own choice, and 67% feeling like they had no other choice.
3. Level of Understanding: Teachers willingness to change was directly related to their
perceived understanding of what was new and/or different in mathematics instruction. For
example, 89% of Willing To Change teachers felt that they understood the manipulatives
provided to them in order to make them helpful and beneficial to their mathematics instruction.
On the other hand, only 33% of Resisting Change teachers felt they understood the
manipulatives or felt that the manipulatives were helpful and beneficial to their mathematics
instruction. One Resisting Change teacher, after being observed by Dr. Bamberger and myself,
began her observation by frantically saying, How did I do? No, honestly, was I doing it right?
Ive been a teacher for a long time, you know. Is this how I was supposed to do that? Another
Resisting Change teacher stated that she was still trying to understand the style. 67% of the
Hesitant to Change teachers felt that they understood the manipulatives provided to them in order
to make them helpful and beneficial to their mathematics instruction.
4. Change is Hard: Resistance to change is a natural human tendency. (Reilly, 2015,
p.43). 67% of the Willing to Change teachers admit that the act of changing their own way of
thinking about math was a barrier at some point in time over the last two years, and 100% of the
Resisting Change teachers also admit to this. In addition, 67% of the Hesitant to Change teachers
had similar remarks. Change is hard. Kanter of the Harvard Business Review (2012) gives ten
reasons why change is resisted by humans, including excess uncertainty, concerns about
competence, more work, and past resentments, and these are just a few of the reasons that
research has proven that change is difficult. Change, as change, is inherently hard, but the

8
Willing To Change teachers demonstrated a higher ability to accept change and keep an open
mind than the Resisting Change.
5. Classroom Management: Teachers willingness to change and their perceived abilities
to manage their classroom under any circumstance were directly related. 0% of the Willing to
Change teachers felt as though inquiry based mathematics instruction was unmanageable. They
expressed and demonstrated a comfort with centers and student centered learning. On the other
hand, 100% of Resisting Change teachers felt that inquiry based mathematics instruction was
unmanageable, including both centers and student centered learning. One teacher (#2) stated that
the only way she would be able to control centers while working with a small group was if she
had a Teachers Assistant in the room. 0% of the Hesistant to Change teachers felt that inquiry
based mathematics instruction was unmanageable.
6. Openness to Constructive Feedback: Teachers willingness to change and their
feeling towards observations and constructive feedback are directly related. 89% of Willing to
Change teachers feel that the observations and debriefing periods from MathWorks consultants
and TOSAs have been a positive experience that has been helpful and beneficial to their
mathematics instruction. Several of these teachers have also reached out to their TOSAs to
request additional observations, and expressed a desire to have more time for discussing
feedback. In contrast, 0% of the Resisting Change teachers felt comfortable with observations
and constructive feedback. 33% of the Hesitant to Change teachers felt that the observations and
debriefing periods were a positive experience. It is also important to note here, again, that several
teachers opted out of being observed by Dr. Bamberger and myself altogether, one of which was
the lowest implementing teacher in his/her school.
7. Feeling Overwhelmed:

9
In addition to the statistics regarding Resisting Change teachers feeling as though they
have no choice but to spend a large amount of their personal time learning new material and
preparing lessons that would reflect the professional development they received, 67% of these
teachers also feel that, even with the extra time they spend on their own, they are overwhelmed
by all of the things being asked of them and can not, with any reasonable amount of time, align
professional development with the district framework, CCSS-M, required administrative testing,
scope and sequence, and other things. On the other hand, only 22% of the Willing to Change
teachers felt that this was a pressing issue. 67% of Hesitant to Change teachers felt this way.
8. Lifelong Learners:
Teachers willingness to change and their opinion on the enjoyment and benefits of
continued learning are directly related. 89% of the Willing to Change teachers felt the
MathWorks Summer Institutes were helpful, enjoyable, and beneficial to their mathematics
instruction. These teachers couldnt say enough about the enjoyment of this institute. The
comments regarding the MathWorks Summer Institutes included, eye opening (#6),
wonderful (#8), hands on and fun, first program I actually enjoy (#10), absolutely great,
good quality and quantity, very impressed, valuable experience (#13). One of these
teachers even discussed her positive thoughts on being a lifelong learner (#6). 67% of the
Hesitanat to Change teachers also felt this way. On the other hand, only 33% of the Resisting
Change teachers felt the summer institutes were helpful, enjoyable, and beneficial to their
mathematics instruction. #14s comment on the summer institutes was simply, Well. Its a lot.

II. How much does a negative or positive attitude about mathematics professional
development contribute to teachers willingness to change their mathematics instruction?
Attitude does not reflect a teachers ability to teach, but, it does reflect a teachers
willingness to do anything. Unwilling teachers, sometimes simply regurgitating what they have
been forced (as they feel) to teach, other times completely disregarding the new and relying

10
heavily on the old and familiar, may be able to successfully complete lessons, just barely meeting
the guidelines and standards they are expected to teach. But, they will not light the fires of
passion within our students that drive them to meet their full potential and grow up to solve the
problems of modern civilization. Willing teachers have placed their heart in their classroom.
They believe that what they are now doing has the potential to bring our students to places they
have never reached before.
100% of teachers categorized as Willing to Change stated that, in general, they are very
happy about the changes happening to mathematics instruction. These teachers were willing to
admit that the change was hard (#4 Its not easy, but professional development from TOSAs,
MathWorks, and administration has helped!), but that, as one teacher stated, they believe in the
change! (#5) #15 enthusiastically stated, If we had all learned math this way, we would all love
math like my kids!
On the other hand, 100% of the teachers classified as Resisting Change stated that, in
general, they are unhappy about the changes happening to mathematics instruction. Not only do
they not believe in the change, and their attitudes reflected feelings of personal resentment
towards professional development. Making comments such as, worthless, useless, hate it and
expressing general discomfort for anything related to the professional development process, such
as observations.
Closing
During my time in Middletown, New York, my observations consistently indicated that
teachers knew what they were supposed to be doing in regards to teaching mathematics
instruction that was student-centered inquiry based learning with peer collaboration and
manipulatives. But, from the observations of outward confidence and attitudes, as well as from

11
one-on-one interviews with the teachers, I can conclude that, just because teachers know what
they are supposed to be teaching, does not mean they are happy about it. If this research were to
be extended, I would like to find out if there would be similar findings in a pool of teachers
coming from the third through fifth grade classrooms in the system.
References
Ten Reasons People Resist Change. (2012, September 25). Retrieved August 2, 2015, from
https://hbr.org/2012/09/ten-reasons-people-resist-chang/Ten Reasons People
Resist Change. (2012, September 25). Retrieved August 2, 2015, from
https://hbr.org/2012/09/ten-reasons-people-resist-chang/ Schools Openness to
Change According to Teacherss Views: A Sample of Turkey/Kocaeli
Baglibel, M., Samancioglu, M., Ozmantar, Z. K., & Hall, G. E. (2014). The Relationship
Between School Principals' Perceived Change Facilitator Styles and Teachers'
Attitudes Towards Change. International Studies In Educational Administration
(Commonwealth Council For Educational Administration & Management
(CCEAM)), 42(3), 55-67.
Maskit, D. (2011). Teachers attitudes toward pedagogical changes during
various stages of
professional development. Teaching and Teacher Education,
27851-860. doi:10.1016/j.tate.2011.01.009
Muzaffar, M., & Malik, S. Y. (2012). Attitude of Teachers towards Professional
Development Trainings. Language In India, 12(8), 304-322.