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dc.contributor.authorMok, Sog Yee
dc.contributor.authorHämmerle, Christian S.
dc.contributor.authorRüede, Christian
dc.contributor.authorStaub, Fritz
dc.date.accessioned2022-11-11T07:52:12Z
dc.date.available2022-10-05T10:20:36Z
dc.date.available2022-11-11T07:52:12Z
dc.date.issued2022
dc.identifier.issn0959-4752
dc.identifier.doihttps://doi.org/10.1016/j.learninstruc.2022.101668
dc.identifier.urihttp://dx.doi.org/10.26041/fhnw-4306
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/33905
dc.description.abstractComparing 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.en_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.ispartofLearning and Instructionen_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.accessRightsAnonymous*
dc.subjectClassroom talken_US
dc.subjectComparing solution methodsen_US
dc.subjectTeachers' professional developmenten_US
dc.subjectReasoning in mathematicsen_US
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesenen_US
dc.titleHow do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justificationsen_US
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift*
dc.volume82en_US
fhnw.publicationStatePublisheden_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.InventedHereYesen_US
fhnw.IsStudentsWorknoen_US
fhnw.openAccessCategoryHybrid


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