000			02844nam a2200253Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aShoufani, Elias _gMaster
245	1	4	_aThe effects of a professional development program on the implementation of mathematical problem solving in the classroom
260			_aBeirut _bHaigazian University - Faculty of Arts and Sciences - Department of Education _c2005
300			_a57 pages
500			_aالنوع : Mémoire
520	3		_aProblem 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.
650		4	_aFormation continue des enseignants
650		4	_aL’enseignement du Maths
650		4	_aMath education
650		4	_aProblem Solving
650		4	_aRésolution de problèmes
650		4	_aTeachers in-service training
650		4	_aتدريب المعلمين
650		4	_aتعليم الرياضيات
650		4	_aحل المشكلات
856			_uhttp://olibnew.haigazian.edu.lb/olibcgi?infile=details.glu&loid=59980&rs=113034&hitno=7
942			_cLAESDATA
999			_c20599 _d20599