Sturtevant, Elizabeth G.Rutherford, Vanessa2013-03-212013-03-212012https://hdl.handle.net/1920/8054This study explores how a problem-solving based professional learning community (PLC) affects the beliefs, knowledge, and instructional practices of two sixth-grade mathematics teachers. An interview and two observations were conducted prior to beginning the year-long PLC in order to gather information about the participants' beliefs, knowledge, and instructional practices. Five PLC meetings were held throughout the year focused on implementing problem-solving activities into the classroom as a means to create a mathematics learning environment more aligned with the Standards (NCTM, 2000). Three observations of each participant were made while they incorporated a problem-solving activity into their classroom. Finally, a post interview and observation were conducted at the end of the year to again gather information on the participants' beliefs, knowledge, and instructional practices. Results indicate that the year-long problem-solving based PLC was effective in moving the participants' beliefs, knowledge, and instructional practices towards a more reform-based vision of school mathematics. The similarities and differences between the changes that both participants went through as well as factors that may have influenced them are also discussed.235 pagesenCopyright 2012 Vanessa RutherfordMathematics educationTeacher educationElementary EducationMathematicsProblem SolvingProfessional Learning CommunityTeacher BeliefsTeacher ChangeDissertation