How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justifications

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[How do professional development programs on comparing solution methods and classroom discourse affect students’ achievement in mathematics]
Authors
Hämmerle, Christian S.
Staub, Fritz
Author (Corporation)
Publication date
2022
Typ of student thesis
Course of study
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Learning and Instruction
Special issue
Link
Series
Series number
Volume
82
Issue / Number
101668
Pages / Duration
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Comparing solution methods fosters strategy flexibility in equation solving. Productive classroom discourse such as Accountable Talk (AT) orchestrated by teachers can improve students’ justifications during classroom discussions and achievement. Do students’ subject matter justifications during classroom discourse mediate the effect of teachers’ professional development (PD) programs focused on comparing and AT on students’ mathematics achievement? We investigated whether two PD programs (comparing or comparing+AT) compared to a control group increased the number of students justifications, and whether this affected mathematics achievement (strategy flexibility, procedural knowledge, and conceptual knowledge). The study (739 9th and 10th grade students in 39 classes) had an experimental pre-post control group design. Both PD programs significantly increased students justifications compared to the control group. The results of our multilevel path models showed significant small mediation effects in the comparing+AT group on procedural and conceptual knowledge. No mediation effects were found in the comparing group.
Keywords
Classroom talk, Comparing solution methods, Teachers' professional development, Reasoning in mathematics
Project
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Exhibition end date
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Conference end date
Date of the last check
ISBN
ISSN
0959-4752
1873-3263
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
'https://creativecommons.org/licenses/by-nc-nd/4.0/'
Citation
Mok, S. Y., Hämmerle, C. S., Rüede, C., & Staub, F. (2022). How do professional development programs on comparing solution methods and classroom discourse affect students’ achievement in mathematics? The mediating role of students’ subject matter justifications. Learning and Instruction, 82(101668). https://doi.org/10.1016/j.learninstruc.2022.101668

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