The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching

Autor/in	Hill, Heather C.
Titel	The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching
Quelle	In: Journal for Research in Mathematics Education, 41 (2010) 5, S.513-545 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Education; Teacher Effectiveness; Teacher Characteristics; Elementary School Teachers; Student Characteristics; Mathematics Instruction; Knowledge Base for Teaching; Predictor Variables; Multiple Choice Tests; Teacher Evaluation; Teacher Competency Testing; National Surveys; Pedagogical Content Knowledge; Performance Based Assessment; Numbers + Suchen Sie Ihr Suchwort? Mathematische Bildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Prädiktor; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teacher appraisal; Lehrerbeurteilung; Pädagogische Kompetenz; Leistungsermittlung; Zahlenraum
Abstract	This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625) and at the same time collected information on teacher and student characteristics. Performance did not vary according to mathematical topic (e.g., whole numbers or rational numbers), and items categorized as requiring specialized knowledge of mathematics proved more difficult for this sample of teachers. There were few substantively significant relationships between mathematical knowledge for teaching and teacher characteristics, including leadership activities and self-reported college-level mathematics preparation. Implications for current policies aimed at improving teacher quality are addressed. (Contains 5 footnotes and 8 tables.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10