A Study of Factors That Determine Greek Teachers’ Performance Through a Professional Learning Intervention in Estimation

In recent decades, several studies have been conducted on the subject of estimation. However, few relate to teaching interventions and their results. This study is included in the latest modern programs that have been implemented. Its aim is to study and compare the factors that determine the change in the performance of 11 in-service Greek primary school teachers, following an educational intervention in estimation. The factors focused on this survey, in order to measure the change of teacher performance, related both to their cognitive and to their personal characteristics. The first category consisted of: the ability to formulate the definition of estimation, content knowledge (CK), pedagogical content knowledge (PCK) based on questionnaire findings, PCK based on observation of the teaching process, estimation strategy use, and student performance in estimation problems. The second category consisted of: age, orientation towards mathematics (based on studies in high school), and years of service as teachers. The results showed that factors such as the ability to formulate the definition of estimation are not related to any other factor. However, the student performance seems to be mainly influenced by the method of teaching in the classroom. Another correlation found in this paper is the one existing between CK and estimation strategy use. Also noteworthy is the fact that the results of PCK are different and aren’t correlated, when the inquiry is carried out with questionnaires, in contrast to when it is carried out by observing the act of teaching. This result raises questions as to the validity of PCK inquiry through the use of questionnaires. Lastly, it is clear that educators’ teaching is also influenced by personal factors besides cognitive factors.