Evaluating technology-enhanced design thinking training for mathematics teachers
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Resumo
Abstract In mathematics teacher education, limited empirical evidence is available on how technology-enhanced Design Thinking (DT) training supports teachers’ instructional design competencies, and even fewer studies have examined the psychometric quality of performance-based criteria used to evaluate such training processes. This study aims to examine two complementary issues: first, the effect of technology-enhanced DT training on mathematics teachers’ DT competencies, and second, the validity and reliability of the evaluation criteria developed for the training process using the Many-Facet Rasch Measurement (MFRM). The study was conducted with 18 mathematics teachers using a single-group pretest–posttest design. Data were collected through a multidimensional DT skills scale and a training evaluation rubric, and were analyzed using paired-samples t-tests, content validity indices, and MFRM. The results showed a significant increase in teachers’ total DT scores from pretest to posttest, t(17) = 2.97, p = .01, with a moderate-to-large effect size, dz = 0.70. MFRM analysis demonstrated acceptable model–data fit, with high rater separation reliability (0.86) and moderate criterion separation reliability (0.62), while also revealing meaningful differences in rater severity and criterion difficulty. The findings suggest that technology-enhanced DT training can support mathematics teachers’ instructional design competencies; however, the results should be interpreted as preliminary due to the small sample size, single-group design, and absence of follow-up data.
Dados da obra
- Tipo
- Artigo
- Periódico
- Discover Education, v. 5, n. 1
- Editora
- Springer
- Ano
- 2026 (2026-09)
- Idioma
- en
- Palavras-chave
- Design thinking; Mathematics teacher education; Technology-enhanced professional development; Instructional design; Many-Facet Rasch Measurement; Performance-based assessment
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.1007/s44217-026-02031-6
- ISSN
- 2731-5525
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SATMAZ, İsmail; TOKER, Zerrin; GIRGIN, Derya. Evaluating technology-enhanced design thinking training for mathematics teachers. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-02031-6.
APA
Satmaz, İ., Toker, Z., & Girgin, D. (2026). Evaluating technology-enhanced design thinking training for mathematics teachers. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-02031-6
BibTeX
@article{satmaz2026,
author = {Satmaz, İsmail and Toker, Zerrin and Girgin, Derya},
title = {Evaluating technology-enhanced design thinking training for mathematics teachers},
year = {2026},
journal = {Discover Education},
volume = {5},
number = {1},
publisher = {Springer},
doi = {10.1007/s44217-026-02031-6},
language = {en}
}RIS
TY - JOUR AU - Satmaz, İsmail AU - Toker, Zerrin AU - Girgin, Derya TI - Evaluating technology-enhanced design thinking training for mathematics teachers PY - 2026 JO - Discover Education VL - 5 IS - 1 DO - 10.1007/s44217-026-02031-6 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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