Supporting Mathematics Vocabulary Instruction for Elementary School Teachers Using the Content Acquisition Podcast Professional Development Process

Abstract

Mathematics vocabulary (MV) is foundational to student success in mathematics, yet many elementary teachers report limited training in how to teach it effectively. This study examined the impact of the Content Acquisition Podcasts Professional Development (CAP-PD) process on teachers’ implementation of explicit MV instruction. Using a multiple probe across participants with maintenance design, four elementary teachers were observed during baseline, intervention, and maintenance phases. Results indicated a functional relation between CAP-PD and improved teacher implementation of MV practices, with strong maintenance effects following the withdrawal of coaching. Teachers perceived CAP-PD as effective, efficient, and easy to integrate into their instructional routines. While implementation gains varied across participants, all teachers improved over time, suggesting CAP-PD’s flexibility in meeting educators at different starting points. These findings offer promising evidence for the role of technology-enhanced professional development in supporting MV instruction and provide direction for future research focused on student-level outcomes.