Eighth Grade In-Service Teachers' Knowledge of Proportional Reasoning and Functions: A Secondary Data Analysis

Autor/in	Masters, Jessica
Titel	Eighth Grade In-Service Teachers' Knowledge of Proportional Reasoning and Functions: A Secondary Data Analysis
Quelle	In: International Journal for Mathematics Teaching and Learning, (2012), (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Knowledge Level; Data Analysis; Grade 8; Mathematics Teachers; Professional Development; Distance Education; Internet; Pedagogical Content Knowledge; Mathematics Achievement; Control Groups; Pretests Posttests; Alabama; Delaware; Kentucky; Mississippi; Missouri; New Hampshire; Pennsylvania; West Virginia + Suchen Sie Ihr Suchwort? Wissensbasis; Auswertung; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Pädagogische Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	A secondary data analysis was conducted using a large dataset from a study related to online professional development for eighth grade teachers of mathematics. Using this data, the paper provides a snapshot of the current state of teachers' knowledge related to proportional reasoning and functions. The paper also considers how teachers' knowledge is related to student knowledge in these two areas. The analysis shows that teachers' knowledge was deficient for several items. Further, students whose teachers had lower levels of knowledge showed statistically significantly lower performance in functions. (Contains 5 tables, 2 figures and 2 footnotes.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10