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
Author (Corporation)
Publication date
2022
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Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Learning and Instruction
Special issue
DOI of the original publication
Link
Series
Series number
Volume
82
Issue / Number
101668
Pages / Duration
Patent number
Publisher / Publishing institution
Elsevier
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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
Subject (DDC)
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ISBN
ISSN
0959-4752
1873-3263
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
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