Mathematical Knowledge for Teaching Numbers and Operations: Effects of an Online Teacher Professional Development Program
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| Title: | Mathematical Knowledge for Teaching Numbers and Operations: Effects of an Online Teacher Professional Development Program |
|---|---|
| Language: | English |
| Authors: | Farzaneh Saadati, Salomé Martínez, Paulina Araya, Daniela Rojas, Eugenio Chandia, Diego Fernández |
| Source: | Mathematics Teacher Education and Development. 2025 27(2). |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Faculty Development, Online Courses, Mathematics Instruction, Electronic Learning, Program Effectiveness, Elementary School Teachers, Elementary School Mathematics, Pedagogical Content Knowledge, Foreign Countries, Mathematics Teachers, Knowledge Base for Teaching, Arithmetic |
| Geographic Terms: | Chile |
| ISSN: | 1442-3901 |
| Abstract: | Teacher professional development (TPD) programs should address individual knowledge gaps and diverse prior knowledge among participants. E-learning formats have emerged as promising solutions, offering flexibility and accessibility tailored to teachers' needs. While these programs enhance access, ensuring quality experiences and outcomes remains challenging. The study reported in this article analyses the effectiveness of a course within an online teacher professional development program designed to enhance mathematical knowledge for teaching numbers and operations to primary school teachers in Chile. The program aims to develop teachers' mathematical knowledge for teaching (MKT) through contextualised learning activities. A quasi-experimental design was employed to assess the program's effectiveness in improving the MKT of teachers with different specialisation backgrounds. The performance results of the MKT of 99 teachers, both with and without specialisation in mathematics, were analysed before, during, and after participation in the program. The results reveal significant gains in MKT across all participants, regardless of initial MKT levels or specialisation backgrounds, underscoring the inclusivity and efficacy of the systematically designed course. These findings highlight the potential of such structured professional development initiatives to effectively enhance teachers' pedagogical capabilities across diverse backgrounds. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495113 |
| Database: | ERIC |
| Abstract: | Teacher professional development (TPD) programs should address individual knowledge gaps and diverse prior knowledge among participants. E-learning formats have emerged as promising solutions, offering flexibility and accessibility tailored to teachers' needs. While these programs enhance access, ensuring quality experiences and outcomes remains challenging. The study reported in this article analyses the effectiveness of a course within an online teacher professional development program designed to enhance mathematical knowledge for teaching numbers and operations to primary school teachers in Chile. The program aims to develop teachers' mathematical knowledge for teaching (MKT) through contextualised learning activities. A quasi-experimental design was employed to assess the program's effectiveness in improving the MKT of teachers with different specialisation backgrounds. The performance results of the MKT of 99 teachers, both with and without specialisation in mathematics, were analysed before, during, and after participation in the program. The results reveal significant gains in MKT across all participants, regardless of initial MKT levels or specialisation backgrounds, underscoring the inclusivity and efficacy of the systematically designed course. These findings highlight the potential of such structured professional development initiatives to effectively enhance teachers' pedagogical capabilities across diverse backgrounds. |
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| ISSN: | 1442-3901 |
