A Dynamic Geometry-Centered Teacher Professional Development Program and Its Impact [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Jiang, Zhonghong; White, Alexander; Sorto, M. Alejandra; Dickey, Edwin; McBroom, Ewelina; Rosenwasser, Alana
Titel	A Dynamic Geometry-Centered Teacher Professional Development Program and Its Impact [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; High Schools; Secondary School Teachers; Secondary School Mathematics; Mathematics Instruction; Geometry; Mathematics Teachers; Randomized Controlled Trials; Observation; Questionnaires; Teaching Methods; Comparative Analysis; Scores; Computer Software; Educational Technology; Technology Uses in Education; Knowledge Level; Hierarchical Linear Modeling; Statistical Analysis; Texas + Suchen Sie Ihr Suchwort? High school; Oberschule; Mathematics lessons; Mathematikunterricht; Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Beobachtung; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Statistische Analyse
Abstract	This study investigated the impact of a dynamic geometry (DG)-centered teacher professional development program on high school geometry teachers' content knowledge and their students' geometry learning. 64 geometry teachers were randomly assigned to an experimental (DG) group and a control group. Both groups received appropriate and relevant professional development. Classroom observation data and the teachers' responses to the implementation questionnaires revealed that most teachers in the DG group were faithful to the DG instructional approach. Teachers in the DG group scored higher on a conjecturing-proving test than did teachers in the control group. The students of teachers in the DG group scored significantly higher than the students of teachers in the control group on a geometry achievement test. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01