Page 132 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews
P. 132

130
Chapter 4
To summarize, there were significant time-related effects between T3 and T4 --before and after the intervention-- related to three teacher factors: mathematics teaching behavior, teachers’ sense of mathematics teaching self-efficacy and teachers’ beliefs in mathematical knowledge for teaching.
We also conducted a paired samples t-test to compare the differences between T1-T3 (baseline), and T3 and T4 (before and after the intervention), corrected for multi-testing (p < .005). Improvement between T3 and T4 was greater than between T1-T3 on the following teacher variables: mathematics teaching behavior (overall) as well as the specific scales ‘Activating learning’, ‘Differentiation and adapting lesson’, ‘Teaching and learning strategies’ ‘Math-specific teaching strategies’, teachers’ mathematics teaching self-efficacy and mathematical knowledge for teaching. These findings corroborated the ANOVA results.
These findings reveal that there was a significant increase in teacher factors – mathematics teaching behavior (overall score and the scales of teaching behavior at an advanced level), teachers’ sense of mathematics teaching self-efficacy and teachers’ beliefs in mathematical knowledge for teaching – between the start and the end of the intervention.
Discussion
The aim of this study was to examine the effect of a teacher-child dynamic math interview teacher professional development program on the quality of dynamic math interviews with fourth graders, the effect of dynamic math interviews on mathematics teaching behavior, teachers’ sense of mathematics teaching self-efficacy and teachers’ beliefs in mathematical knowledge for teaching within the elementary school context. The results showed that the teacher professional development program had a positive effect on the quality of dynamic math interviews. Furthermore, results showed an effect of the intervention on all teacher factors (teaching behavior, mathematics teaching self-efficacy, mathematical knowledge for teaching).
 



























































































   130   131   132   133   134