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Teacher competence in inclusive mathematics education: examining the effects of an innovative professional development program on teacher noticing

Artigo2025

Anton Bastian ORCID; Johannes König ORCID; Natalie Ross ORCID; Isabelle Klee-Schramm ORCID; Dennis Sommer ORCID; Sarah Strauß ORCID; Benjamin Rott ORCID; Gabriele Kaiser ORCID

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Resumo

Abstract This study investigated the effects of an innovative professional development program aimed at enhancing teacher noticing skills and related professional knowledge in inclusive mathematics education in secondary algebra instruction. A total of 653 participants from three experience groups with different length of teaching experience, namely master’s students, teachers in preparatory service, and in-service teachers from Germany, participated in a pretest–posttest evaluation design that included a control group. The professional development program comprised 18 hours of coursework designed to facilitate teacher noticing skills by integrating novel teaching materials and video-based learning activities that combined both mathematics pedagogical and general pedagogical perspectives. The results indicated significant improvements in teachers’ noticing skills and related professional knowledge for the intervention group across all investigated facets, particularly for teacher noticing under a pedagogical perspective and mathematics pedagogical knowledge, compared to a control group that exhibited no significant changes. Effect sizes ranged from small to medium, suggesting that the professional development program effectively improved participants’ knowledge of inclusive teaching and their abilities to perceive, interpret, and make decisions in inclusive contexts. Notably, master’s students exhibited the most substantial gains in all competencies, while in-service teachers primarily improved their teacher noticing from a pedagogical perspective. The findings underscore the importance of tailored professional development for fostering teacher noticing in inclusive mathematics education and yield valuable insights into this area of teachers’ competencies.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 58, n. 1-2, p. 311-326
Editora
Springer Science+Business Media
Ano
2025 (2025-08-28)
Idioma
en
Palavras-chave
teacher noticing; inclusive mathematics education; teacher professional development; mathematics pedagogical content knowledge; video-based professional learning; in-service teachers; pre-service teachers; teacher competence; inclusive pedagogy
Temas
Álgebra, Formação de Professores de Matemática
DOI
10.1007/s11858-025-01731-x
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BASTIAN, Anton et al.. Teacher competence in inclusive mathematics education: examining the effects of an innovative professional development program on teacher noticing. ZDM, v. 58, n. 1-2, p. 311-326, 2025. DOI: https://doi.org/10.1007/s11858-025-01731-x.

APA

Bastian, A., König, J., Ross, N., Klee-Schramm, I., Sommer, D., Strauß, S., Rott, B., & Kaiser, G. (2025). Teacher competence in inclusive mathematics education: examining the effects of an innovative professional development program on teacher noticing. ZDM, 58(1-2), 311-326. https://doi.org/10.1007/s11858-025-01731-x

BibTeX
@article{bastian2025,
  author = {Bastian, Anton and König, Johannes and Ross, Natalie and Klee-Schramm, Isabelle and Sommer, Dennis and Strauß, Sarah and Rott, Benjamin and Kaiser, Gabriele},
  title = {Teacher competence in inclusive mathematics education: examining the effects of an innovative professional development program on teacher noticing},
  year = {2025},
  journal = {ZDM},
  volume = {58},
  number = {1-2},
  pages = {311-326},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-025-01731-x},
  language = {en}
}
RIS
TY  - JOUR
AU  - Bastian, Anton
AU  - König, Johannes
AU  - Ross, Natalie
AU  - Klee-Schramm, Isabelle
AU  - Sommer, Dennis
AU  - Strauß, Sarah
AU  - Rott, Benjamin
AU  - Kaiser, Gabriele
TI  - Teacher competence in inclusive mathematics education: examining the effects of an innovative professional development program on teacher noticing
PY  - 2025
JO  - ZDM
VL  - 58
IS  - 1-2
SP  - 311
EP  - 326
DO  - 10.1007/s11858-025-01731-x
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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