Do Professional Development Practices Impact the Implementation of a Reform Mathematics Curriculum as Measured by Student Achievement? Jenny Salls University of Nevada Tuesday, February 5, 2:40-3:30 MG 107 Refreshments 2:00 in MG 226 Reform in the teaching of K-12 mathematics has resulted in the development of new curriculum materials emphasizing mathematical concepts and understandings as well as problem solving skills. Implementation of reform involves changing teacher beliefs as well as practices. Reformers suggest such changes require long-term, intensive professional development situated within the context of the school. Providing this professional development requires financial and human resources not typically available to schools. This study sought to identify whether typical professional development provided during textbook adoption does impact the implementation of a reform mathematics curricula as measured by student achievement. Fourth and fifth grade teachers in the second year of implementing a reform curriculum were surveyed regarding their professional development experiences during the previous five years. Backward regression identified no teaching practices or professional development experiences that were related to gain in test scores. Additional analyses indicated differences between teachers in Title 1 and non-Title 1 schools, suggesting increased professional development or increased attention to academic standards may support implementation of a reform mathematics curriculum. ********************************************************** Teaching Session (Math 257) Tuesday, February 5, 9:30-10:15, MG 107