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Increasing Mathematics Content Knowledge and Collegiality through Site-Based Online Courses for Middle Grades Mathematics Teachers

Abstract

Abstract: A series of online courses were designed for middle grades mathematics teachers' to increase content knowledge. The basic design elements of the courses are outlined with a focus on the impact of the site-based model used. Teachers logged on to this synchronous part of the course in clusters at their school sites. Over the four courses, the site-based format had a positive impact on the development of teachers' learning communities.