The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement-Reference-Cited by-同舟云学术

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

Published:2014-07 Issue:4 Volume:45 Page:419-459
ISSN:0021-8251
Container-title:Journal for Research in Mathematics Education
language:
Short-container-title:JRME

Author:

Campbell Patricia F.¹,Nishio Masako¹,Smith Toni M.²,Clark Lawrence M.¹,Conant Darcy L.³,Rust Amber H.⁴,DePiper Jill Neumayer⁵,Frank Toya Jones⁶,Griffin Matthew J.¹,Choi Youyoung⁷

Affiliation:

1. 1 University of Maryland

2. 2 American Institutes for Research

3. 3 Notre Dame of Maryland University

4. 4 Anne Arundel Community College

5. 5 Education Development Center

6. 6 George Mason University

7. 7 Hanyang Cyber University

Abstract

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.

Publisher

National Council of Teachers of Mathematics

Subject

Education,Mathematics (miscellaneous)

Link

https://pubs.nctm.org/downloadpdf/journals/jrme/45/4/article-p419.xml

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