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Professional development program to promote students' conceptual understanding through technology-enhanced teaching:

Susanne Digel1, Jürgen Roth1

  • 1Department of Natural and Environmental Sciences, Mathematics Education for Secondary Schools, Institute for Mathematics, RPTU University of Kaiserslautern-Landau, Landau, Germany.

Frontiers in Psychology
|October 20, 2025
PubMed
Summary
This summary is machine-generated.

Teachers participating in the MaTeGnu teacher professional development program (TPDP) showed improved student conceptual understanding and use of basic mental models (BMM) in mathematics. This technology-enhanced teaching (TET) approach effectively supports learning in upper secondary schools.

Keywords:
TPDP impactTPDP transfer processbasic mental modelsconceptual understandingteacher professional development programtechnology-enhanced teaching

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Area of Science:

  • Educational Technology
  • Mathematics Education
  • Teacher Professional Development

Background:

  • Digital transformation in schools necessitates effective technology-enhanced teaching (TET).
  • Teachers require enhanced skills and support for integrating technology into learning.
  • Teacher professional development programs (TPDPs) are crucial for successful technology integration.

Purpose of the Study:

  • To outline the concept and evaluation design of the MaTeGnu TPDP for upper secondary schools.
  • To assess the impact of the MaTeGnu TPDP on students' conceptual understanding and use of basic mental models (BMM).
  • To evaluate the effectiveness of TET focused on BMM in mathematics instruction.

Main Methods:

  • An experimental-vs.-control-group design was employed to evaluate the MaTeGnu TPDP.
  • Student conceptual understanding and utilization of BMM (specifically for derivatives) were compared.
  • The study involved 151 students in classes with MaTeGnu-trained teachers and 571 students in control classes.

Main Results:

  • Students in classes with MaTeGnu-trained teachers demonstrated significantly higher conceptual understanding of derivatives.
  • These students also showed significantly greater utilization of basic mental models, especially for the local rate of change.
  • Effect sizes (d) for both outcomes were moderate, indicating a meaningful impact of the TPDP.

Conclusions:

  • The MaTeGnu TPDP, with its focus on TET and BMM, is effective in improving student learning outcomes.
  • The transfer support component of the TPDP is crucial for its successful implementation.
  • Emphasizing BMM offers a viable strategy for beneficial technology-enhanced teaching in secondary mathematics.