First published 10/3/2026, 9:10:15 AM · Last updated 10/3/2026, 9:10:15 AM

A quasi-experimental study on the contribution of simulation-based professional development to teachers’ mathematical quality of instruction: Does teacher knowledge matter?

Journal article reporting a quasi-experimental study that examines whether simulation-based professional development contributes to teachers' mathematical instructional quality and whether teacher knowledge influences that contribution. The supplied source metadata (publisher and content type) did not include methodological details, results, location, or dates beyond the publication metadata provided.

Categories: science-and-space, positive-progress

Generated scores

Scores are based on the cited reporting and use a 1–10 scale. Read the methodology.

Confidence: 2/10How certain the assessment is based on the clarity and evidence in the cited reporting.
Geographic reach: 1/10How widely the event reaches, from a local area (1) to worldwide impact (10).
Global importance: 2/10The event's broader significance, from limited importance (1) to major global importance (10).
Impact magnitude: 2/10The scale or severity of the real-world impact, from minor (1) to extreme (10).
Positivity: 7/10How harmful or beneficial the event is, from strongly harmful (1) to strongly positive (10).
Urgency: 1/10How time-sensitive the event is, from low urgency (1) to immediate attention needed (10).

Why it matters

The study investigates the effectiveness of a teacher professional-development approach relevant to mathematics education practice.

Sources

A quasi-experimental study on the contribution of simulation-based professional development to teachers’ mathematical quality of instruction: Does teacher knowledge matter?

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