Relationship between Teacher Knowledge of Concepts and Connections, Teaching Practice, and Student Achievement in Middle Grades Mathematics

Autor/in	Tchoshanov, Mourat A.
Titel	Relationship between Teacher Knowledge of Concepts and Connections, Teaching Practice, and Student Achievement in Middle Grades Mathematics
Quelle	In: Educational Studies in Mathematics, 76 (2011) 2, S.141-164 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-010-9269-y
Schlagwörter	Teacher Characteristics; State Standards; Standardized Tests; Academic Achievement; Knowledge Base for Teaching; Multivariate Analysis; Urban Areas; Grade 6; Cognitive Processes; Teaching Methods; Grade 7; Grade 8; Middle School Students; Multitrait Multimethod Techniques; School Districts; Mathematics Teachers; Surveys; Correlation; Case Studies; Arithmetic; Middle School Teachers + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schulleistung; Teaching theory; Theory of teaching; Unterrichtstheorie; Multivariate Analyse; Urban area; Stadtregion; School year 06; 6. Schuljahr; Schuljahr 06; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Korrelation; Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	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 state-mandated 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10