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


TANIŞLI D., Türkmen H., TURĞUT M., KÖSE N.

Journal of Pedagogical Research, vol.4, no.3, pp.327-343, 2020 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 4 Issue: 3
  • Publication Date: 2020
  • Doi Number: 10.33902/jpr.2020464571
  • Journal Name: Journal of Pedagogical Research
  • Journal Indexes: Scopus
  • Page Numbers: pp.327-343
  • Keywords: Hypothetical learning trajectory, Mathematics teachers, Middle school students, Professional development, Teaching algebra
  • Anadolu University Affiliated: Yes

Abstract

The main purpose of this study was to assess seventh-gradersʹ algebra performance when their teachers received professional development support regarding hypothetical learning trajectories through a web-based platform. Secondly, we aimed to investigate the relationship between student performance and the teachersʹ 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 teachersʹ 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 experimental-group 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 teachersʹ progress and algebra performance of their students.