Planning and implementation: the impact of a professional development program on teachers' and learners' oral manifestations

Eszter Kovács-Kószó (1) , Eszter Kónya (2) , Zoltán Kovács (3)

1 University of Szeged [Szeged]
2 University of Debrecen
3 Eszterházy Károly Katolikus Egyetem [Eger, Hungary] = Eszterházy Károly University = Université Eszterházy Károly

This paper investigates a professional development program's (PD) effect on classroom discourses. The PD was based on problem-based curriculum processing and intensive use of classroom discourse. The authors analyze seven pilot lessons of one of the teacher training's participants, providing an example of how a teacher with 20 years of experience in mathematics teaching, but using traditional teacher-centered methods, can apply the new approach in the classroom. Our analysis is based on a combined theoretical approach that starts from students' mathematical thoughts and examines the teacher's responses. We found numerous possibilities for starting classroom discussions building on students' thinking, and the teacher responded to most of them. Furthermore, the teacher's responses also included several invitations for students to classroom discourse, although these elements were almost absent before the PD.

Mots clés: Professional development; problem-oriented instruction; student-centered teaching; class discussion

Domaines: Mathématiques [math]

Eszter Kovács-Kószó, Eszter Kónya, Zoltán Kovács. Planning and implementation: the impact of a professional development program on teachers' and learners' oral manifestations. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03745395⟩