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The cognitive effects of a mathematics in-service workshop on elementary school teachers

✍ Scribed by William M. Bart; Robert E. Orton

Publisher: Springer Netherlands
Year: 1991
Tongue: English
Weight: 896 KB
Volume: 20
Category: Article
ISSN: 0020-4277
DOI: 10.1007/bf00043254

No coin nor oath required. For personal study only.

✦ Synopsis

Siegler's role assessment methodology was used to investigate the cognitive effects of a 32 hour mathematics in-service workshop on 28 elementary school teachers. This paper reports on attempts (a) to assess the levels of cognitive understanding of the basic concepts of proportion, probability, and correlation among elementary teachers, and (b) to change teachers' levds in understanding these concepts by a method of "direct instruction". Significant improvements were noted in the levels of cognitive development associated with the concept of proportion. Though nonsignificant improvements were noted in the concepts of probability and correlation, all the teachers were assigned to the highest cognitive rule associated with the probability concept at the end of the workshop.

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