The professional development needs of primary teachers in teaching mathematics

This paper presents the results of a survey conducted in 2003 to assess the professional development needs and preferences of primary teachers across Queensland in relation to the teaching and learning of mathematics. In brief, the results of the survey show that the majority had experienced little or no professional development in mathematics in the previous two years, yet they are eager to participate in such events. The paper describes the range of the teachers' prior professional development experiences, their willingness to embark on future professional development programs, their preferences for topics to be covered in professional development, and their preferences for the timing and location of such professional development programs. The paper also analyses variations in these preferences in terms of teachers' geographical location, school size, and years of teaching experience. These results are also discussed in the light of the implementation of a new syllabus in Years 1 to 10 Mathematics, and the introduction of benchmark numeracy testing.