A model of professional development program on mathematical problem solving and metacognition and effectiveness of this program

This study aims to reveal the extent to which a professional development program that study problem solving and metacognition affects teachers' development in terms of knowledge and awareness of the topic and the extent to which teachers' development affects students' development in terms of comprehension and awareness toward problem solving steps. The study involved two sample groups: one is the group that involves 15 elementary classroom teachers and 15 elementary mathematics teachers whom are working in schools in Gaziantep. Second sample group includes 761 pre-tested and 550 posttested elementary school students whom are in one of the classrooms of the teachers in sample group. Teachers were given a four-week (totally 16 hours) professional development program. In the study, the data on teacher development was collected by tests which were consisted of open ended questions; and as a Likert scale test. The data on student development was collected by a pretested and posttested test which includes open ended questions. The results indicated that: the professional development program, which was carry out had positive effects on improving teachers' knowledge and awareness toward problem solving and metacognition, and also teachers' development had positive effects on improving students' comprehension and awareness toward problem solving steps. At the end of the program, it was evident that teachers had valuable improvement in term of knowledge and awareness toward problem solving steps and role and importance of metacognition in problem solving. Moreover, students pretest and posttest results showed that while only 6.8% of student were able to mention problem solving 4 steps (see Polya, 1973) before program has given, this number increased to 38.8% by the end the program. Students Moreover, the characteristics of the developed professional development program had an important role in those results about teacher's and student?s improvements. It was evidenced that the characteristics of the developed professional development program had an important role in those results about teachers? and students? improvements.