Understanding the Mathematics/Science Content-Related Needs of the Target Audience

Professional learning opportunities for teachers of mathematics and science have increasingly focused on teachers' content knowledge. Learning opportunities aimed at deepening teachers' content knowledge are designed to address their content needs. What factors related to the content needs of mathematics/science teachers should be considered when designing content deepening experiences?

Advice from experienced practitioners offers guidance about understanding teachers' mathematics/science content-related needs. Insights provided by a group of expert practitioners with diverse backgrounds and experiences in working with teachers included the following ideas:

• Consider whether you want to do a formal assessment of teacher content-related needs to help decide where to focus professional development efforts.
• Whatever areas you focus on, anticipate that many teachers will lack in-depth knowledge of disciplinary content.
• Plan for the likelihood that teachers with different course backgrounds in mathematics/science will have very different content-related needs.
• Expect the nature and extent of teacher content-related needs to be different for different topics.
• Anticipate that experienced teachers will have different needs than those who are new to the classroom, or new to a particular instructional approach.

Teacher Content Knowledge Matters

Empirical evidence demonstrates that teachers' mathematics/science content knowledge makes a difference in their instructional practice and their students' achievement. Consistent findings across studies include:

• Teachers' mathematics/science content knowledge influences how teachers engage students with the subject matter.
• Teachers' mathematics/science content knowledge influences how teachers evaluate and use instructional materials.
• Teachers' mathematics/science content knowledge is related to what their students learn.