TY - JOUR
T1 - Effective teacher professional development programs. A case study focusing on the development of mathematical modeling skills
AU - Ramos-Rodríguez, Elisabeth
AU - Fernández-Ahumada, Elvira
AU - Morales-Soto, Astrid
N1 - Funding Information:
Funding: This research and the APC were funded by the National Research and Development Agency (ANID) of the Government of Chile, through FONDECYT project 11190553, and by the Department for Research and Advanced Studies of the Pontifical Catholic University of Valparaiso, project 039.396/2019.
Publisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/1
Y1 - 2022/1
N2 - A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.
AB - A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.
KW - Effectiveness
KW - Mathematical modeling
KW - Perspectives
KW - Professional development programs
UR - http://www.scopus.com/inward/record.url?scp=85121635962&partnerID=8YFLogxK
U2 - 10.3390/educsci12010002
DO - 10.3390/educsci12010002
M3 - Article
AN - SCOPUS:85121635962
VL - 12
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 1
M1 - 2
ER -