Utilising a Construct of Teacher Capacity to Examine National Curriculum Reform in Mathematics

Autor/inn/en	Zhang, Qinqiong; Stephens, Max
Titel	Utilising a Construct of Teacher Capacity to Examine National Curriculum Reform in Mathematics
Quelle	In: Mathematics Education Research Journal, 25 (2013) 4, S.481-502 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-013-0072-9
Schlagwörter	Foreign Countries; Mathematics Instruction; National Curriculum; Curriculum Design; Mathematics Curriculum; Mathematics Teachers; Pedagogical Content Knowledge; Robustness (Statistics); Qualitative Research; Statistical Analysis; Arithmetic; Algebra; Curriculum Development; Students; Thinking Skills; Teacher Competencies; Australia; China + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Lehrplangestaltung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Widerstandsfähigkeit; Qualitative Forschung; Statistische Analyse; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Student; Schüler; Schülerin; Studentin; Denkfähigkeit; Lehrkunst; Australien
Abstract	This study involving 120 Australian and Chinese teachers introduces a construct of teacher capacity to analyse how teachers help students connect arithmetic learning and emerging algebraic thinking. Four criteria formed the basis of our construct of teacher capacity: knowledge of mathematics, interpretation of the intentions of official curriculum documents, understanding of students' thinking, and design of teaching. While these key elements connect to what other researchers refer to as mathematical knowledge for teaching, several differences are made clear. Qualitative and quantitative analyses show that our construct was robust and effective in distinguishing between different levels of teacher capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10