Mathematics education
How did math PD leaders adapt during COVID?
Open access · cc by · source: Europe PMC
Mathematics coordinators kept using effective PD feature clusters when shifting school-team PD online during COVID-19.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
A teacher-led PD model can hold its structure across a shift to online delivery.
In Israel, school mathematics coordinators trained to lead school-team professional development kept using the same clusters of effective PD features when sessions moved online during COVID-19.
Evidence for the claim as stated.
A teacher-led PD model can hold its structure across a shift to online delivery.
In Israel, school mathematics coordinators trained to lead school-team professional development kept using the same clusters of effective PD features when sessions moved online during COVID-19.
Scope note — qualitative study of observed sessions and reflections; no student achievement outcome
Limits the claim's scope: a different population, assay, or outcome.
Study at a glance
- Design
- Qualitative / archival — PD-session study of mathematics coordinators and teachers before and during a later period
- N
- Coordinators and teachers from Israeli schools; group N not a single trial sample
- Population
- School mathematics coordinators and teachers in Israel
- Outcome
- How coordinators lead school-team professional development
Structured fields used in claim comparison tables when every cited study has a complete layer.
Inspect source passages
How did math PD leaders adapt during COVID?
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
Team sessions moved online in March 2020
As the team sessions moved online in March 2020, the teachers' reflective questionnaires refer only to the online period, while the coordinators’ reflective que
F2F coordinators initially 66 responses
the coordinators’ reflected practice change for the F2F period were initially comprised of 66 responses, of which 13 responses (19.
Key findings
The integrated PD model showed structural stability across face-to-face and online periods while supporting transition to school-team PD leadership. Coordinators applied similar effective-PD feature clusters they experienced themselves.
Methodology
Researchers examined a school-based mathematics coordinator PD model before and during COVID-19 using observed PD sessions and reflective responses about practice change, coding them against effective PD features and leadership-for-practice ideas.
Limitations
This is not a randomised test of student math achievement gains. Reflective responses and selected observations from one national PD context may not generalise everywhere.
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