The Effect of Professional Development Program of Mathematics Pedagogical Contents Knowledge for Elementary School Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 233-250
Author(s):  
Hwayoung Lee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
School Teacher ◽  
Development Program ◽  
Elementary School Teacher ◽  
Professional Development Program

scholarly journals Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students’ Ability in Geometry and Visual Arts

2019 ◽  
Vol 18 (8) ◽  
pp. 1613-1634
Author(s):  
Eveline M. Schoevers ◽  
Paul P. M. Leseman ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Visual Arts ◽  
Creative Thinking ◽  
Comparison Group ◽  
Development Program ◽  
Sixth Grade ◽  
Professional Development Program ◽  
School Students ◽  
Quasi Experimental

AbstractThis study evaluates the effects of the Mathematics, Arts, and Creativity in Education (MACE) program on students’ ability in geometry and visual arts in the upper grades of elementary school. The program consisted of a lesson series for fourth, fifth, and sixth grade students in which geometry and visual arts were integrated, alongside with a professional development program for teachers. A quasi-experimental study was conducted in which three groups of teachers and their classes were investigated. One group of teachers taught the lesson series and followed a professional development program (n = 36), one group of teachers only taught the lesson series (n = 36), and a comparison group taught a series of traditional geometry lessons from mathematical textbooks (n = 43). A geometrical ability, creativity, and vocabulary test and a visual arts assignment were used in a pre- and post-measurements to test the effects of the MACE program. Results showed that students who received the MACE lesson series improved more than students who received regular geometry lessons only in geometrical aspects perceived in a visual artwork. Regarding students’ understanding and explanation of geometrical phenomena and geometrical creative thinking, all students improved, but no differences between the groups were found, which implies that on these aspects the MACE program was as effective as the comparison group that received a more traditional form of geometry education.

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