The purpose of study was to investigate the effects of mathematics professional learning community (PLC) for remedial instruction. The participant of the PLC was teachers from one primary school. They were invited to join the project of mathematics remedial instruction. This project was organized by the researcher who integrated components of effective mathematics instruction so as to help teachers carry out remedial mathematics instruction. The PLC teachers in the research are primary school teachers of fourth grade in Taiwan. In order to promote their knowledge of mathematics remedial instruction, they were engaged in the workshops of lesson studies and organized as school-based professional learning community. Lesson studies consisted of components to improve effectively remedial mathematics instruction. These components included life mathematics, scaffolding for mathematics reading comprehension, strategies for problem solving, guidance of representation and schema-based instruction. All the resources and instruction materials were established in the knowledge management platform in which teachers could access and share the resources. This longitudinal study was held for one year. The students of these PLC teachers took three waves of mathematics assessments so as to detect the effects of mathematics professional learning community. Results showed these students’ mathematics achievement improves gradually. It was concluded that workshops of mathematical pedagogical content knowledge and establishment of knowledge management platform could help teachers for mathematics instruction. Finally, based on the findings, some suggestions for practical instruction and further research were also discussed.
| Published in | Science Journal of Education (Volume 5, Issue 1) |
| DOI | 10.11648/j.sjedu.20170501.12 |
| Page(s) | 5-13 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
Knowledge Management Platform, Mathematical Pedagogical Content Knowledge, Remedial Instruction
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APA Style
Yuan-Horng Lin, Tzu-Ta Yiu, Jinn-Min Yang. (2017). Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction. Science Journal of Education, 5(1), 5-13. https://doi.org/10.11648/j.sjedu.20170501.12
ACS Style
Yuan-Horng Lin; Tzu-Ta Yiu; Jinn-Min Yang. Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction. Sci. J. Educ. 2017, 5(1), 5-13. doi: 10.11648/j.sjedu.20170501.12
AMA Style
Yuan-Horng Lin, Tzu-Ta Yiu, Jinn-Min Yang. Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction. Sci J Educ. 2017;5(1):5-13. doi: 10.11648/j.sjedu.20170501.12
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Download@article{10.11648/j.sjedu.20170501.12,
author = {Yuan-Horng Lin and Tzu-Ta Yiu and Jinn-Min Yang},
title = {Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction},
journal = {Science Journal of Education},
volume = {5},
number = {1},
pages = {5-13},
doi = {10.11648/j.sjedu.20170501.12},
url = {https://doi.org/10.11648/j.sjedu.20170501.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170501.12},
abstract = {The purpose of study was to investigate the effects of mathematics professional learning community (PLC) for remedial instruction. The participant of the PLC was teachers from one primary school. They were invited to join the project of mathematics remedial instruction. This project was organized by the researcher who integrated components of effective mathematics instruction so as to help teachers carry out remedial mathematics instruction. The PLC teachers in the research are primary school teachers of fourth grade in Taiwan. In order to promote their knowledge of mathematics remedial instruction, they were engaged in the workshops of lesson studies and organized as school-based professional learning community. Lesson studies consisted of components to improve effectively remedial mathematics instruction. These components included life mathematics, scaffolding for mathematics reading comprehension, strategies for problem solving, guidance of representation and schema-based instruction. All the resources and instruction materials were established in the knowledge management platform in which teachers could access and share the resources. This longitudinal study was held for one year. The students of these PLC teachers took three waves of mathematics assessments so as to detect the effects of mathematics professional learning community. Results showed these students’ mathematics achievement improves gradually. It was concluded that workshops of mathematical pedagogical content knowledge and establishment of knowledge management platform could help teachers for mathematics instruction. Finally, based on the findings, some suggestions for practical instruction and further research were also discussed.},
year = {2017}
}
TY - JOUR T1 - Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction AU - Yuan-Horng Lin AU - Tzu-Ta Yiu AU - Jinn-Min Yang Y1 - 2017/02/10 PY - 2017 N1 - https://doi.org/10.11648/j.sjedu.20170501.12 DO - 10.11648/j.sjedu.20170501.12 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 5 EP - 13 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20170501.12 AB - The purpose of study was to investigate the effects of mathematics professional learning community (PLC) for remedial instruction. The participant of the PLC was teachers from one primary school. They were invited to join the project of mathematics remedial instruction. This project was organized by the researcher who integrated components of effective mathematics instruction so as to help teachers carry out remedial mathematics instruction. The PLC teachers in the research are primary school teachers of fourth grade in Taiwan. In order to promote their knowledge of mathematics remedial instruction, they were engaged in the workshops of lesson studies and organized as school-based professional learning community. Lesson studies consisted of components to improve effectively remedial mathematics instruction. These components included life mathematics, scaffolding for mathematics reading comprehension, strategies for problem solving, guidance of representation and schema-based instruction. All the resources and instruction materials were established in the knowledge management platform in which teachers could access and share the resources. This longitudinal study was held for one year. The students of these PLC teachers took three waves of mathematics assessments so as to detect the effects of mathematics professional learning community. Results showed these students’ mathematics achievement improves gradually. It was concluded that workshops of mathematical pedagogical content knowledge and establishment of knowledge management platform could help teachers for mathematics instruction. Finally, based on the findings, some suggestions for practical instruction and further research were also discussed. VL - 5 IS - 1 ER -
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