id: 06454560
dt: j
an: 2015d.00393
au: Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.;
Conant, Darcy L.; Rust, Amber H.; Neumayer DePiper, Jill; Jones Frank,
Toya; Griffin, Matthew J.; Choi, Youyoung
ti: The relationship between teachers’ mathematical content and pedagogical
knowledge, teachers’ perceptions, and student achievement.
so: J. Res. Math. Educ. 45, No. 4, 419-459 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D39 C29 C30
ut: pedagogical content knowledge; teacher attitudes; mathematics achievement;
teacher characteristics; beliefs; teaching experience; item response
theory; beginning teachers; knowledge level
ci:
li: http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2014/Vol45/Issue4/The-Relationship-Between-Teachers_-Mathematical-Content-and-Pedagogical-Knowledge,-Teachers_-Perceptions,-and-Student-Achievement/
ab: Summary: This study of early-career teachers identified a significant
relationship between upper-elementary teachers’ mathematical content
knowledge and their students’ mathematics achievement, after
controlling for student- and teacher-level characteristics. Further,
the mathematical content and pedagogical knowledge of middlegrades
teachers were each directly and positively related to their students’
mathematics achievement, with and without teacher-level controls.
Significant interactions emerged between teachers’ perceptions and
knowledge influencing student achievement. Teachers’ claimed
awareness of their students’ dispositions toward mathematics
interacted with upper-elementary teachers’ content knowledge;
middlegrades teachers’ beliefs regarding modeling mathematical
solutions and organizing instruction to support incremental mastery of
skills interacted with both content and pedagogical knowledge. Findings
provide evidence of the relevance of teacher knowledge and perceptions
for teacher preparation and professional development programs.
rv: