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Effects of Professional Development for Equity: Focusing on High School Students' Attitudes toward Mathematics  

Kim, Yeon (Silla University)
Publication Information
School Mathematics / v.19, no.4, 2017 , pp. 751-774 More about this Journal
Abstract
Having mathematics for everyone in terms of students' mathematics achievement and attitudes toward mathematics is challenging in high school in South Korea. To gain such purpose, teachers are supposed to have a considerable amount of knowledge and develop mathematical and pedagogical reasoning and insight because equity can be fulfilled in mathematics classroom when any student share their ideas and have mathematical discussions. As a part of a large project aimed to develop and enact professional development for equity and examine its effects and, finally, to propose the direction of professional development to help students cognitively and affectively balanced grow in mathematics, the current study briefly introduces how such professional development was designed and implemented. This study reports its effect based on the statistical analysis of students' responses for the three different surveys, which are parts of the National Assessment of Educational Achievement study, TIMSS Advanced, and the survey about classroom interaction. The data collected in all students in school whose three mathematics teachers had participated in the professional development for two years. The findings consistently indicate the strong and impressive growths in students' attitudes toward mathematics, which are statistically significant. Furthermore, their attitudes toward mathematics are also related to interactions in a mathematics classroom. Based on such results, this study claims expansion of professional development for equity.
Keywords
Equity; professional development; a longitudinal study; high school; grades 10-12; attitudes toward mathematics;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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