In-service education for teachers who teach mathematics and its impact on students' learning

• Grant number: 22/06882-4
• Support Opportunities: Improvement in Public Education Program
• Duration: February 01, 2023 - January 31, 2027
• Field of knowledge: Humanities - Education - Specific topics in Education
• Convênio/Acordo: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Marcelo Firer
• Grantee: Marcelo Firer
• Host Institution: Instituto de Matemática, Estatística e Computação Científica (IMECC). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated researchers: Jorge Herbert Soares de Lira ; Rita Santos Guimarães ; Stefan Krauss
• Associated scholarship(s): 24/08783-9 - In service education for teachers who teach mathematics and its impact on student learning, BP.EP; 24/09530-7 - In service education for teachers who teach mathematics and its impact on student learning, BP.EP; 23/02364-1 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP; + associated scholarships 23/02381-3 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP; 23/03363-9 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP; 23/02309-0 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP; 23/02185-0 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP; 23/03226-1 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP; 23/02629-5 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP; 23/02633-2 - In-service education for teachers who teach mathematics and its impact on students' learning, BP.EP - associated scholarships

Abstract

This project aims to address the problem of training teachers of the early years of elementary school to teach mathematics. For this, we suggest the development of material in a collaborative way between researchers and teachers working in the early years. In a second step, this material will be used with a wider public through extension courses taught with the participation of the basic education teachers who were involved in its initial development. The main research question seeks to understand to what extent the collaboration between university staff and basic education teachers adds value for effective use by other teachers, in the sense of having a significant effect on changing classroom practices and student learning.From this question, this project is developed with three main objectives, the first one related to the elaboration and organization of material for professional development, the second one related to the conditions that may favor the continued training of teachers, and finally, the evaluation of the impact on student learning. The evaluation of changes in classroom practices will be done through structured observations and reports. The assessment of pedagogical content knowledge will be done through existing instruments for PCK assessment, which will be enriched through the creation and validation of additional PCK assessment items for this stage of education, which has few items. The impact on student learning will be assessed through procedural-conceptual (proceptual) assessment tests, which will be developed and validated based on some existing items from other countries. (AU)