The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

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  • 1 University of Maryland
  • 2 American Institutes for Research
  • 3 Notre Dame of Maryland University
  • 4 Anne Arundel Community College
  • 5 Education Development Center
  • 6 George Mason University
  • 7 Hanyang Cyber University

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

Contributor Notes

Patricia F. Campbell, Department of Teaching and Learning, Policy and Leadership, University of Maryland, 2226 Benjamin Building, College Park, MD 20742; patc@umd.edu

Masako Nishio, Department of Teaching and Learning, Policy and Leadership, University of Maryland, 2226 Benjamin Building, College Park, MD 20742; hnievemn@gmail.com

Toni M. Smith, American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007; tsmith@air.org

Lawrence M. Clark, Department of Teaching and Learning, Policy and Leadership, University of Maryland, 2226 Benjamin Building, College Park, MD 20742; lmclark@umd.edu

Darcy L. Conant, Mathematics Department, Notre Dame of Maryland University, 4701 North Charles Street, Baltimore, MD 21210; dconant@ndm.edu

Amber H. Rust, Mathematics Department, Anne Arundel Community College, 101 College Parkway, Arnold, MD 21012-1895; arust@umd.edu

Jill Neumayer DePiper, Education Development Center, Learning and Teaching Division, 43 Foundry Avenue, Waltham, MA 02453; jdepiper@edc.org

Toya Jones Frank, Division of Elementary, Literacy, and Secondary Education, George Mason University, Thompson Hall 1800B, 4400 University Drive, Fairfax, VA 22030; toya.jones@gmail.com

Matthew J. Griffin, Department of Teaching and Learning, Policy and Leadership, University of Maryland, 2226 Benjamin Building, College Park, MD 20742; griff23@umd.edu

Youyoung Choi, Hanyang Cyber University, Wangsimni-ro 222 (Haengdang Dong 17), Seongdong Gu, Seoul 133-791, Korea; yountoto@gmail.com

(Corresponding author is Campbell patc@umd.edu)(Corresponding author is Nishio hnievemn@gmail.com)(Corresponding author is Smith tsmith@air.org)(Corresponding author is Clark lmclark@umd.edu)(Corresponding author is Conant dconant@ndm.edu)(Corresponding author is Rust arust@umd.edu)(Corresponding author is DePiper jdepiper@edc.org)(Corresponding author is Frank toya.jones@gmail.com)(Corresponding author is Griffin griff23@umd.edu)(Corresponding author is Choi yountoto@gmail.com)
Journal for Research in Mathematics Education

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