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Front. Educ. | doi: 10.3389/feduc.2018.00113

What happens after the intervention? – Results from teacher professional development in employing mathematical reasoning tasks and a supporting rubric

  • 1University of Teacher Education St. Gallen, Switzerland

The lasting effects of teacher professional developments (PDs) are seldom surveyed. We investigated whether 44 teachers and their 5th- and 6th-grade primary classes continued working with tasks for mathematical reasoning and employing a rubric after the PD. Questionnaires for students and teachers were administered before the intervention, at the end of the intervention, and five months later. The results of the quantitative longitudinal analyses with supplemental qualitative interpretations indicate that the mathematical features of our PD show more sustainable effects than the rubric. Explorative findings suggest that this outcome may be related to the teachers’ pedagogical content knowledge.

Keywords: Rubrics, Professional Development, sustainability, primary school, mathematical reasoning

Received: 09 Jul 2018; Accepted: 05 Dec 2018.

Edited by:

Mary F. Hill, The University of Auckland, New Zealand

Reviewed by:

Raman Grover, British Columbia Ministry of Education, Canada
HACI B. YILMAZ, Ondokuz Mayıs University, Turkey
Gavin T. Brown, The University of Auckland, New Zealand  

Copyright: © 2018 Smit. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Robbert Smit, University of Teacher Education St. Gallen, St. Gallen, Switzerland, Robbert.Smit@phsg.ch