dc.contributor.author | Tanisli, Dilek | |
dc.contributor.author | Türkmen, Handegut | |
dc.contributor.author | Turgut, Melih | |
dc.contributor.author | Köse, Nilüfer | |
dc.date.accessioned | 2022-05-03T12:27:31Z | |
dc.date.available | 2022-05-03T12:27:31Z | |
dc.date.created | 2020-11-20T14:02:39Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Journal of Pedagogical Research (JPR). 2020, 4 (3), 327-343. | en_US |
dc.identifier.issn | 2602-3717 | |
dc.identifier.uri | https://hdl.handle.net/11250/2993938 | |
dc.description.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 web-based 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 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 teachers’ progress and algebra performance of their students. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Sahin Danisman | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | Algebradidaktikk | en_US |
dc.subject | Didactics of algebra | en_US |
dc.title | How a teacher professional development program influences students’ algebra performance? Reflections from a web-based platform | en_US |
dc.title.alternative | How a teacher professional development program influences students’ algebra performance? Reflections from a web-based platform | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.subject.nsi | VDP::Fagdidaktikk: 283 | en_US |
dc.subject.nsi | VDP::Subject didactics: 283 | en_US |
dc.source.pagenumber | 327-343 | en_US |
dc.source.volume | 4 | en_US |
dc.source.journal | Journal of Pedagogical Research (JPR) | en_US |
dc.source.issue | 3 | en_US |
dc.identifier.doi | 10.33902/JPR.2020464571 | |
dc.identifier.cristin | 1850441 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |