Examining Mathematics Teacher Content Knowledge: Policy and Practice

Autor/inn/en	Esprivalo Harrell, Pamela; Eddy, Colleen McLean
Titel	Examining Mathematics Teacher Content Knowledge: Policy and Practice
Quelle	In: Policy Futures in Education, 10 (2012) 1, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2012.10.1.103
Schlagwörter	Mathematics Teachers; Pedagogical Content Knowledge; Statistical Significance; Majors (Students); Probability; Academic Achievement; Educational Policy; Secondary School Teachers; Teacher Competency Testing; Academic Records; National Standards; State Standards; Alignment (Education); Alternative Teacher Certification; Statistical Analysis; Courses; Preservice Teachers; Texas + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Schulleistung; Politics of education; Bildungspolitik; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Statistische Analyse; Kursangebot
Abstract	This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically significant negative relationship between college coursework and the test domains was found for Algebra (p = -0.456), Geometry (p = -0.442), Probability and Statistics (p = -0.421), and Discrete Mathematics (p = -0.674). Although teacher candidates completed many mathematics courses, the fail rate for the Mathematics TExES was a quarter of teachers. Policymakers are asked to consider the validity for contents test which align poorly with college degrees in mathematics. (Contains 6 tables and 4 figures.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10