The purpose of this study was twofold: (1) to analyze the effect of teachers’ multiple thinking teaching strategy under the help of supervision; and (2) to explore the process of teachers’ professional growth. The participants used in this study were 74 elementary school students, one supervisor, one experimental group teacher, and one control group teacher. The instruments administered to the subjects were Teaching Program of Mathematics Multiple Thinking Teaching Strategy, Mathematics Achievement Tests, Notebook of Mathematics Learning, a Teaching Diary, and Classroom Observation Records. The findings were as follows:
(1) There was a significant difference in mathematics performance between the experimental and control groups on the mathematics achievement test, with the experimental group scoring higher than that of control group. (2) According to students’ notebooks, they showed that they liked the multiple thinking teaching strategy. (3) In the process of group discussion, students obtained the problem-solving methods that were not listed on the textbook. (4) Teachers should participate in study meeting, discussion, practical teachings and reflection to promote their professional abilities, and (5) The teachers’professional growth process seems to include eight stages: imagination, frustration, habit, activation, thinking, trying, modification, and promotion.
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The Assessment of the Effect of Multiple Thinking Teaching Strategy on Elementary School Teachers’ Mathematics Teaching and the Construction of Teachers’ Professional Growth
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