Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: A Study of Novice Elementary School Teachers

Autor/inn/en	Santagata, Rossella; Lee, Jiwon
Titel	Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: A Study of Novice Elementary School Teachers
Quelle	In: Journal of Mathematics Teacher Education, 24 (2021) 1, S.33-60 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santagata, Rossella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-019-09447-y
Schlagwörter	Elementary School Teachers; Beginning Teachers; Knowledge Base for Teaching; Mathematics Instruction; Educational Quality; Instructional Effectiveness; Instructional Design; Individual Differences + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Individueller Unterschied
Abstract	This study examines the association between mathematical knowledge for teaching and instructional quality in a sample of first-year elementary school teachers. Ten teachers completed the mathematical knowledge for teaching (MKT) survey at the end of teacher preparation. Three mathematics lessons taught during their first year of teaching were videotaped and scored using the Mathematical Quality of Instruction. Findings replicate prior studies that were conducted with more experienced teachers. A strong, positive and statistically significant association was found between teacher knowledge and the "mathematics is clear and not distorted" dimension of instructional quality. In addition, associations of moderate strength were found between MKT and other dimensions of instructional quality centered on the mathematics taught in the lesson. Analyses also revealed individual differences among teachers and raised the question of what other factors might impact instructional quality. Three cases studies highlight the role of lesson design, mathematics tasks, and participation structures that support or inhibit instructional quality and the use of knowledge during teaching. Conclusions suggest that preparation and induction programs should include a focus on individual teachers' mathematical knowledge for teaching, the development of a student-centered vision of mathematics instruction, and tailored support during the first year of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01