How a teacher professional development program influences students algebra performance Reflections from a web-based platform

Abstract

The main purpose of this study was to assess seventh-graders" algebra performance when their teachers received professional development support regarding hypothetical learning trajectories through a webbased platform. Secondly, we aimed to investigate the relationship between student performance and the teachers" professional development in teaching algebra. A mixed-method research paradigm was adopted into the study. Experimental research was conducted with nine experimental and nine control groups including 454 seven graders. The data came from a combined algebra (including open-ended and multiple-choice tasks) test and experimental group teachers" teaching designs where the plans were entered to the web-based platform. Statistical methods were used to analyse the quantitative data, while descriptive methods were used to analyse the qualitative data. The results revealed that the experimentalgroup students (whose teachers received professional development support through the web-based platform) statistically outperformed compared to those in control groups. Besides, a relationship between was found between the experimental group teachers" progress and algebra performance of their students.

The effect of assessment for learning on pre-service mathematics teachers higher-order thinking skills in algebra

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The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers’ Pedagogical Content Knowledge

“…In this regard, there is a consensus that in order for teachers to be effective, they should have knowledge not only of the subject they are teaching, but also of the appropriate ways to teach it (Kula-Ünver, 2020;Manizade & Mason, 2011;Tanışlı et al, 2020). As such, the concepts of CK and PCK have been viewed as prominent among the necessary knowledge components for teacher.…”