Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Melanie Neck, Timo Leuders, Frank Reinhold
University of Education Freiburg
⬇ Download PDFThe Four-Component Instructional Design Model (4C/ID) is a well-established and evidence-based framework for the design of professional development programs. However, there is still limited research on how learners actually use the instructional components offered by 4C/ID-based learning environments. To address this gap, we implemented a digital learning environment for mathematics teachers based on the 4C/ID model. A total of 303 pre-service and in-service mathematics teachers completed the intervention focusing on diagnosing students’ mathematical problem-solving abilities and supporting them appropriately. We analysed learners’ interactions with supportive information, their engagement with feedback, and their use of part-task practice. The findings suggest that many learners did not fully exploit the opportunities for self-regulated learning provided by the learning environment.
4C/IDproblem-solvingprofessional development