Assessing Impact of a Teacher Professional Development Program on Student Problem-Solving Performance

Autor/inn/en	Saadati, Farzaneh; Felmer, Patricio
Titel	Assessing Impact of a Teacher Professional Development Program on Student Problem-Solving Performance
Quelle	In: ZDM: Mathematics Education, 53 (2021) 4, S.799-816 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01214-1
Schlagwörter	Teacher Workshops; Professional Development; Program Effectiveness; Problem Solving; Cooperative Learning; Mathematics Education; Performance Factors; Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Problemlösen; Kooperatives Lernen; Mathematische Bildung; Leistungsindikator; Ausland
Abstract	In this paper we report on the impact of a year-long teacher professional development (PD) workshop on student problem-solving skills. The PD workshop was held in Chile and promoted the use of collaborative problem-solving activities in the classroom, through monthly sessions during the school year. Participant teachers met with a monitor to solve a new problem collaboratively, plan a problem-solving activity for their next lesson, and reflect on their activities from their previous lesson. The study documents the performance of two groups of students when solving non-routine mathematics problems in two similar and non-equal tests consisting of three problems each, before and after the year of application of the workshop. The first group of students was the experimental group with collaborative problem-solving activities, as proposed in the PD workshop. The second group was the control group, composed of students whose teachers followed traditional teaching. In the first part of the paper we present the results of pre- and post-tests in which the students in the experimental group improved their problem-solving performance in a significant way compared with the control group. In the second part, we present a sample of representation strategy used by successful students in both groups and we discuss, in general, student strategies in solving test problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01