Effect of American-Based Professional Development Program on Acculturation Strategies of Kazakhstan Mathematics Faculty

Source abstract

The views and practices of teaching mathematics are significantly influenced by the cultural and social contexts, resulting in differences in teaching traditions among countries. Thus, when evaluating the effectiveness of professional development (PD) programs, it is crucial to consider differences in teaching traditions between PD participants and providers. There is limited research that examines PD participants’ acculturation strategies in such circumstances. This case study examines the influence of the PD program that introduced current teaching traditions in American mathematics education to Kazakhstan’s university mathematics faculty on their perceptions and practices of teaching discrete mathematics to aspiring mathematics teachers. The PD program focused on connecting abstract mathematical concepts to real-life applications, and integrating technology and STEM applications using inquiry-based strategies. The study findings indicate that, while PD enhanced faculty knowledge and attitudes toward technology integration, it did not significantly alter their views on teaching practices. A traditional teacher-centered approach persisted even when technology was incorporated, highlighting the deeply ingrained nature of educational traditions and their resilience to change. This underscores the importance of considering the cultural context and addressing deeply held beliefs in professional development initiatives, especially when aiming for substantial shifts in teaching practices.