Mathematics Process Skills of Teachers through Continuing Professional Development (CPD)

Abstract

This study aimed to design and evaluate the effectiveness of a Continuing Professional Development (CPD) program on mathematics process skills for teachers.The study utilized a descriptive-developmental research design and employed a process skills test, pretests, and posttests, as well as qualitative analysis using thematic analysis to gather data.The findings revealed that the developed CPD program, consisting of pre-implementation, implementation, and post-implementation phases, effectively improved teachers' mathematics process skills.The program was based on the ADDIE model and showed significant improvement in skills such as observing, classifying, inferring, predicting, measuring, communicating, interpreting, analyzing data, experimenting, making conclusions, and defining operationally.The three-day training-workshop had a significant impact on teachers' perception and understanding of process skills.The study derived a CPD model called the PIP-CPD model, emphasizing the interconnectedness of the three phases.Based on the conclusions, recommendations include continued implementation and refinement of the CPD program, expanding and sustaining professional development opportunities, providing ongoing support and resources, encouraging reflective practice, fostering collaboration and peer learning, and monitoring and evaluating the impact of the program.