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]
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2022
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Learning and Instruction
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
82
Ausgabe / Nummer
101668
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Elsevier
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
Classroom talk, Comparing solution methods, Teachers' professional development, Reasoning in mathematics
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
0959-4752
1873-3263
1873-3263
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
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