Can Improving Teachers' Knowledge of Mathematics Lead to Gains in Learners' Attainment in Mathematics?

Autor/inn/en	Pournara, Craig; Hodgen, Jeremy; Adler, Jill; Pillay, Vasen
Titel	Can Improving Teachers' Knowledge of Mathematics Lead to Gains in Learners' Attainment in Mathematics?
Quelle	In: South African Journal of Education, 35 (2015) 3, Artikel 1083 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Knowledge Base for Teaching; Mathematics Instruction; Mathematics Achievement; Teacher Competencies; Quasiexperimental Design; Grade 10; Secondary School Teachers; Pretests Posttests; Statistical Analysis; Mathematics Tests; Control Groups; Experimental Groups; Comparative Analysis; Effect Size; South Africa + Suchen Sie Ihr Suchwort? Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrkunst; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	It is wellknown that the majority of South African learners achieve extremely poorly in Mathematics. Many claim that one of the causes of this poor attainment is teachers' weak knowledge of mathematics, and propose that improving teachers' mathematical knowledge would improve learner attainment. However, the evidence-base for this proposed solution is currently relatively weak. We report on a quasi-experimental study examining the learning gains of Grade 10 learners from five secondary schools in the Johannesburg area, whose teachers participated in a year-long professional development course aimed at improving the teachers' knowledge of mathematics for teaching. Statistical analyses of pre- and post-test results show that the intervention group of learners (N = 586) taught by teachers who had participated in the professional development (N = 14) outperformed a matched control group of learners (N = 217) taught by teachers in the same schools (N = 7). An effect size of = 0.17 for the intervention group is equivalent to two months' additional progress. While the learning gains are small, they are statistically significant. These findings provide empirical support for claims that attending to teachers' mathematical knowledge can impact learners' attainment. Suggestions are made regarding the form and substance of such professional development. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01