
06454560
j
2015d.00393
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
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement.
J. Res. Math. Educ. 45, No. 4, 419459 (2014).
2014
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
D39
C29
C30
pedagogical content knowledge
teacher attitudes
mathematics achievement
teacher characteristics
beliefs
teaching experience
item response theory
beginning teachers
knowledge level
http://www.nctm.org/Publications/journalforresearchinmathematicseducation/2014/Vol45/Issue4/TheRelationshipBetweenTeachers_MathematicalContentandPedagogicalKnowledge,Teachers_Perceptions,andStudentAchievement/
Summary: This study of earlycareer teachers identified a significant relationship between upperelementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student and teacherlevel 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 teacherlevel controls. Significant interactions emerged between teachers' perceptions and knowledge influencing student achievement. Teachers' claimed awareness of their students' dispositions toward mathematics interacted with upperelementary 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.