The Effects of a Professional Development Program on the Implementation of Mathematical Problem Solving in the Classroom

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dc.contributor.authorShoufani, Elias
dc.date.accessioned2024-06-20T09:29:00Z
dc.date.available2024-06-20T09:29:00Z
dc.date.issued2005
dc.description.abstractProblem solving in school mathematics has been a priority in mathematics education since 1980, and while it has been a key area of focus, students continue to score poorly on test questions that measure mathematical problem-solving skills. With the emphasis on standardized testing globally, there is a real need to find a solution for this continuing poor student performance in mathematics. Most research completed in the last 25 years in the area of mathematical problem solving has focused on student achievement. One approach to improving student solving skills is to implement reform to educate teachers in mathematical problem-solving skills. With the current shortage of qualified mathematics teachers, and teachers with certifications other than teaching mathematics, it is necessary to determine effective ways of providing professional development for teachers in critical areas of mathematics such as problem solving. The purpose of this study was to determine if a professional development program that taught mathematical problem-solving skills affected teachers' performance. Did these teachers provide problem-solving opportunities more frequently than teachers who had not participated in the program? This study compared two groups of teachers, those who participated in a professional development program, and a group of teachers who did not participate in the professional development program. The area addressed was the use of the problem solving model and strategies. The results of this study suggested that teachers who participated in the professional development program incorporated problem solving more frequently than teachers who had not participated in the program. The study supported existing research, that if educational reform is to be accomplished, it requires well-constructed professional development programs and long-term support.
dc.identifier.citationShoufani, E. (2005). The Effects of a Professional Development Program on the Implementation of Mathematical Problem Solving in the Classroom (SBS thesis, Haigazian University)
dc.identifier.doihttps://doi.org/10.62811/th.0019
dc.identifier.urihttps://haigrepository.haigazian.edu.lb/handle/123456789/160
dc.titleThe Effects of a Professional Development Program on the Implementation of Mathematical Problem Solving in the Classroom
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