Developing a pedagogical problem solving view for mathematics teachers with two reflection programs
Year: 2009
Type: article
Study design: Clinical Trial
Abstract: The study investigated the effects of two reflection support programs on elementary schoolmathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated ina professional development program. Thirty teachers were assigned to the self-questioning(S_Q) training and thirty two teachers were assigned to the reflection discourse (R_D)training. The S_Q program was based on the IMPROVE self-questioning approach whichemphasizes systematic discussion along the phases of mathematical or pedagogical problemsolving as student and teacher. The R_D program emphasized discussion of standard basedteaching and learning principles. Findings indicated that systematic reflection support(S_Q) is effective for developing mathematics PCK, and strengthening metacognitiveknowledge of mathematics teachers, more than reflection discourse (R_D). No differenceswere found between the groups in developing beliefs about teaching mathematics in usingproblem solving view.
Author: Bracha KRAMARSKI
Institution: Bar-Ilan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $350
OpenAlex ID: W2181342237