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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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Authors
Mok, Sog Yee
Hämmerle, Christian S.
Rüede, Christian
Staub, Fritz
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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.
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Keywords
Classroom talk, Comparing solution methods, Teachers' professional development, Reasoning in mathematics
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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. https://doi.org/10.1016/j.learninstruc.2022.101668