Investigating the Impact of Continuous Professional Development Model of Mathematics Teachers Based on Brain Education Approach on Mathematical Learning and Self-Concept in High School Female Students of the City of Isfahan

Subject Areas : Research in Curriculum Planning

saeedeh shahsavani ¹ (PhD Student, Department of Curriculum Planning, Islamic Azad University of Isfahan Branch, Isfahan, Iran.)
Maryam Baratali ² (Assistant Professor, Department of Curriculum Planning, Islamic Azad University of Isfahan Branch, Isfahan, Iran.)
Narges Keshtiaray ³ (Associate Professor, Department of Curriculum Planning, Islamic Azad University of Isfahan Branch, Isfahan, Iran.)

Received: 2020-06-14 Accepted : 2021-06-01 Published : 2021-08-23

Keywords: continuous teachers’ professional development, mathematical self-concept, mathematical learning, brain education -based approach,

Abstract :

The purpose of current study was to investigate the effectiveness of the continuous professional development model of mathematics teachers based on the Brain Education Approach on the mathematical learning and mathematical self-concept of second grade female student (academic year2019-2020)in Isfahan.The sample consisted of 44 female students and they were selected via non-probability and convenience sampling from Isfahan Public School District 3 whose principal,deputy principal and math teacher were willing to coopetate with the researchers.The instruments used in the research are:Continuous professional development educational package for math teachers based on brain education approach, prepared by Shahsavani et al.(2019)for teacher education in the experimental group, Researcher-made checklist in math lesson and 7-item mathematical self-concept questionnaire of Pahlavan.The reliability of the tools was determined by calculating the Cronbach's alpha coefficient.This coefficient was obtained 0.87 for the mathematics self-concept questionnaire and 0.71 for the mathematics checklist.In this study a pretest-posttest design with a control group was used.First,the pre-test was performed on the subjects and then in 24 sessions of 90 minutes,the experimental group was trained by a teacher who had undergone a continuous professional development course for teachers based on the brain education approach,while the control group was trained by a teacher who had not undergone this course.At the end of the course,the post-test was taken from all students for learning and math self-concept.To analyze the data,the univariate analysis of covariance was used.The results showed that this pattern increased students'learning and math self-concept relative to the pre-test and this change was statistically significant.

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