Central to the conference theme “Research Impacting Practice”, this paper presents the findings of a large-scale mathematics professional development (PD) intervention in disadvantaged communities in Indonesia. The study investigated the impact of a lesson design-driven PD on secondary mathematics teachers’ content knowledge (CK). The cascade model was implemented in ten districts and involved 364 teachers. The PD workshops, needs analysis, scripted lesson designs and monitoring mechanisms inherent in the PD model, significantly increased teachers’ CK. The findings gathered over a period of approximately one year further our understanding of the process of large-scale PD in challenging contexts.
|Title of host publication||Mathematics Education Research: Impacting Practice|
|Subtitle of host publication||Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Gregory Hine, Susan Blackley, Audrey Cooke|
|Place of Publication||Adelaide, Australia|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 2019|
|Event||42nd MERGA Conference 2019: Mathematics Education Research: Impacting Practice - Curtin University, Perth, Australia|
Duration: 30 Jun 2019 → 4 Jul 2019
|Conference||42nd MERGA Conference 2019|
|Period||30/06/19 → 4/07/19|
PATAHUDDIN, S., RAMFUL, A., & Rokhmah, S. (2019). A large-scale PD intervention for improvement of teachers’ mathematical knowledge in disadvantaged communities. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 556-563). Adelaide, Australia: Mathematics Education Research Group of Australasia.