A large-scale PD intervention for improvement of teachers’ mathematical knowledge in disadvantaged communities

Sitti PATAHUDDIN, Ajay RAMFUL, Siti Rokhmah

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

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.
Original languageEnglish
Title of host publicationMathematics Education Research: Impacting Practice
Subtitle of host publicationProceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
EditorsGregory Hine, Susan Blackley, Audrey Cooke
Place of PublicationAdelaide, Australia
PublisherMathematics Education Research Group of Australasia
Pages556-563
Number of pages8
Publication statusPublished - 2019
Event42nd MERGA Conference 2019: Mathematics Education Research: Impacting Practice - Curtin University, Perth, Australia
Duration: 30 Jun 20194 Jul 2019
http://www.promaco.com.au/events/MERGA/

Conference

Conference42nd MERGA Conference 2019
CountryAustralia
CityPerth
Period30/06/194/07/19
Internet address

Fingerprint

teacher
community
mathematics
development model
research practice
Indonesia
district
monitoring

Cite this

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.
PATAHUDDIN, Sitti ; RAMFUL, Ajay ; Rokhmah, Siti. / A large-scale PD intervention for improvement of teachers’ mathematical knowledge in disadvantaged communities. Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia. editor / Gregory Hine ; Susan Blackley ; Audrey Cooke. Adelaide, Australia : Mathematics Education Research Group of Australasia, 2019. pp. 556-563
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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. Mathematics Education Research Group of Australasia, Adelaide, Australia, pp. 556-563, 42nd MERGA Conference 2019, Perth, Australia, 30/06/19.

A large-scale PD intervention for improvement of teachers’ mathematical knowledge in disadvantaged communities. / PATAHUDDIN, Sitti; RAMFUL, Ajay; Rokhmah, Siti.

Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Gregory Hine; Susan Blackley; Audrey Cooke. Adelaide, Australia : Mathematics Education Research Group of Australasia, 2019. p. 556-563.

Research output: A Conference proceeding or a Chapter in BookConference contribution

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AB - 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.

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PATAHUDDIN S, RAMFUL A, Rokhmah S. A large-scale PD intervention for improvement of teachers’ mathematical knowledge in disadvantaged communities. In Hine G, Blackley S, Cooke A, editors, Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. 2019. p. 556-563