Effects of teachers' mathematical knowledge for teaching on student achievement (original) (raw)
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Journal for Research in Mathematics Education
This study of early-career teachers identified a significant relationship between upperelementary 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 middle-grades 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 upperelementary teachers' content knowledge; middle-grades 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.
Cognition and Instruction, 2008
This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative data to detail how MKT is associated with the mathematical quality of instruction. Although there is a significant, strong, and positive association between levels of MKT and the mathematical quality of instruction, we also find that there are a number of important factors that mediate this relationship, either supporting or hindering teachers' use of knowledge in practice. This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. Such claims stem originally from the "educational production function literature," or research that examines the contribution of student, teacher, and school resources to student learning. As far back as the Equality of Educational Opportunity study (Coleman, 1966) scholars identified a unique contribution of teacher knowledge to student achievement (in mathematics, see also Hanushek,
Australian Journal of Teacher Education, 2019
Teachers' content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers'-who teach in high-poverty urban schools-professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students' math achievement. Hierarchical linear modeling (HLM) results indicated that although students' prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers' MKT and holding a bachelor's degree in mathematics had significant positive effects on students' math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers' mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers' mathematical knowledge for teaching, especially for urban school teachers.
Teacher Mathematics Learning and Middle School Student Achievement
2010
United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in ...
Research on the Influence of Teacher Variables on Students' Mathematical Achievements
Best Evid Chin Edu, 2019
Based on the TIMSS2015 data, this study applied a multi-layer linear model to explore the influence of teacher variables on students' mathematics scores. Teacher variables were composed of teacher characteristic variables, teacher teaching variables, and teacher professional development variables. The teacher's characteristic variables were teaching age, gender, education, mathematics major, and mathematics education. Teachers' teaching variables were teaching expectations, teaching cooperation, teaching enthusiasm, classroom discussion, mul-timedia use, attention to homework, and emphasis on exams; teacher professional development. Teacher professional development variables had mathematics knowledge training, mathematics education and training , and mathematics curriculum training. Multi-layer linear analysis found that in the teacher's characteristic variables, the teacher's teaching age, gender, education, and mathematics major have a significant effect on the students' mathematics scores; In the teacher's teaching variables, teachers' teaching expectations, teaching enthusiasm, class discussion, and multimedia use have a significant impact on students' mathematics scores. In the teacher professional development variables, participation in mathematics knowledge training and mathematics education training had a significant positive impact on students' mathematics scores.
2015
Research suggests that teachers’ knowledge and beliefs about teaching and learning mathematics are among the key factors for effective teaching. This study explores the extent to which K-12 mathematics teachers’ educational beliefs and mathematics knowledge for teaching (MKT) have an impact on students’ math achievement. The effects of students’ prior math achievement and teachers’ years of experience and mathematics degrees earned were also examined. Hierarchical regression analysis results indicated that prior achievement was a significant student-level predictor of mathematics achievement. Teachers’ MKT and teaching experience also had a significant effect on the relation between prior achievement and current achievement. Results may have implications for teacher professional development programs as well as education policies at both district and state level.
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
American Educational Research Journal, 2010
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers’ content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year
Educational Studies in Mathematics, 2010
The mixed method sequential nested study examines whether and how the cognitive type of teachers' content knowledge is associated with student achievement, and correlated with teaching practice. In the context of this study, the cognitive type refers to the kind of teacher content knowledge and thinking processes required to accomplish a task successfully, in terms of knowledge of facts and procedures (Type 1), knowledge of concepts and connections (Type 2), and/or knowledge of models and generalizations (Type 3). A sample of 102 middle school mathematics teachers (grades 6-8) was assigned to the study from a number of school districts in an urban area in the Southwestern US. Teachers were tested using the Teacher Content Knowledge Survey. Student level data of about 2,400 middle grades students' standardized test passing rates including percentage of students meeting the state standards by objectives were collected. The type of teachers' content knowledge was assessed and tested for association with student achievement on the statemandated standardized test using multivariate methods including tests for variance and independence. The nested research consisted of three phases. Substudy-1 focused on quantitative analysis of the association between cognitive type of teacher content knowledge and student achievement. Substudy-2 aimed at the correlation between cognitive type of teacher content knowledge and teaching practice. Finally, substudy-3 was a case study on examining middle grades mathematics teachers' knowledge and understanding of fraction division.
2007
This study explores prospective elementary teachers learning in mathematics content courses required in their teacher preparation programs. We investigate what they learn and how their learning gains can be explained. For these purposes, we use a preexperimental research design with a pretest and posttest. Data from 588 students who took both pretest and posttest from 36 certified undergraduate teacher preparation programs were analyzed for this study. Pre-test and post-test scores were put on the same metric using an IRT equating procedure with fixed item parameter equating. Gain scores were computed by subtracting pretest scores from posttest scores. The result of paired samples t-test showed that the gain scores are statistically significant and the effect size was moderate with the value of 0.51. A final multiple regression model with 4 student-level predictors explained about 30 % of the variation in gain scores. In the next phase of analysis we will explore additional predictors using multilevel modeling to incorporate instructor and institution level variables.
Mathematics Achievement: Do Teachers Make a Difference?
This paper examines the effects of gender of teachers, teachers' qualification, experience and training on mathematics achievement among eighth grade students in Malaysia using data from the Third International Mathematics and Science Study (TIMSS) 2003. Only gender of teachers has significant influence on student's achievement in mathematics.