Teachers’ Professional Development’s Enhancement of Knowledge about the Teaching of Mathematics

Abstract

The purpose of this research was to investigate how teachers' Professional Development (PD) improves their expertise of Mathematics teachers. It used a qualitative case study and was based on the qualitative method. The study's population included two Mathematics Curriculum Advisors (CAs), six Mathematics teachers, and six principals, for a total of 14 participants. Purposive and snowball sampling were used to choose the participants. Semi-structured interviews were used to collect data, which was then analysed using theme analysis. The study followed ethical standards to protect the rights of participants. According to the findings, teachers can improve their understanding of Mathematics teaching by enrolling in studies at accredited institutions of Higher Education such as universities and teachers' training colleges, as well as attending workshops, subject meetings, and staff meetings.