EJMT Abstract

This paper reports the results of a blended distance learning workshop in discrete mathematics and statistics from 2009. The target audience for the workshop was 8^th–12^th grade mathematics teachers. The workshop integrated technology, inquiry, and collaboration. The pretest scores indicated that most of the participants had a serious deficit in knowledge of the content. Their scores increased significantly on the posttest but not to a sufficient level; this points to a need to continue offering this type of workshop but subdividing the content from this workshop into two separate workshops. Additional assessments indicated that the participants increased their skills both significantly and sufficiently towards the pedagogical goals of the workshop.