A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction

Fennema, Élizabeth; Carpenter, Thomas P.; Franke, Megan L.; Levi, Linda; Jacobs, Victoria R.; Empson, Susan B.

doi:10.2307/749875

Cited by 561 publications

(315 citation statements)

References 13 publications

Supporting

Mentioning

290

Contrasting

Unclassified

Order By: Relevance

“…The positive relationship we found between PCK and students' performance is in line with the results of different studies related to mathematics teachers' PCK (Baumert et al, 2010; Fennema et al, 1996;Kunter et al, 2013), physics teachers' PCK (Sadler et al, 2013), or primary science teachers' PCK (Lange et al, 2015). As the conceptualisation of PCK in these different studies is relatively similar to our study (e.g.…”

Section: Discussionsupporting

confidence: 78%

“…In addition, PCK helps the teacher to decide which specific support is necessary to enable students to deal with a given science concept and to survey prior knowledge, learning gains, and learning difficulties (Ball et al, 2001;Magnusson et al, 1999). The impact of teachers' PCK on students' performance is supported by empirical studies related to mathematics (Baumert et al, 2010;Fennema et al, 1996) and physics (Lange et al, 2015;Sadler et al, 2013).…”

Section: Content-related Professional Knowledge and Students' Performmentioning

confidence: 84%

See 1 more Smart Citation

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Mahler

Großschedl

Harms

2017

International Journal of Science Education

View full text Add to dashboard Cite

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes. ARTICLE HISTORY

show abstract

Section: Discussionsupporting

confidence: 78%

Section: Content-related Professional Knowledge and Students' Performmentioning

confidence: 84%

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Mahler

Großschedl

Harms

2017

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…If we see children's informal mathematical knowledge as part of a well-connected network of ideas and concepts, then using that knowledge as a starting point from which to base instruction makes sense. Evidence confirms that helping teachers build on children's informal knowledge in mathematics classrooms helps children use their intellect well, make meaning out of mathematical situations, learn mathematics with understanding, and connect their informal knowledge to school mathematics (Carpenter, Fennema, Peterson, Chiang, & Loef, 1989;Fennema et al, 1996;Mack, 1990).…”

Section: Theoretical Frameworkmentioning

confidence: 75%

Culturally Relevant Mathematics Teaching in a Mexican American Context

Gutstein¹,

Lipman²,

Hernández³

et al. 1997

Journal for Research in Mathematics Education

105

View full text Add to dashboard Cite

This article examines mathematics instruction and its intersection with culturally relevant teaching in an elementary/middle school in a Mexican American community. The findings are based on a collaborative-research and school-change project involving university researchers, teachers, and the school's principal. On the basis of ethnographic data and an interdisciplinary theoretical framework, we propose a three-part model of culturally relevant mathematics instruction. The 3 components are (a) building on students' informal mathematical knowledge and building on students' cultural and experiential knowledge, (b) developing tools of critical mathematical thinking and critical thinking about knowledge in general, and (c) orientations to students' culture and experience.I was 15 [when I came to the U.S.] The first thing I learned was that I was different. Even with my Latino peers. There are levels of being Mexican. I didn't know how bad it was to be who I was. There were so many pressures from name calling, insults in the street, said aloud because I was so Mexican … I had a lot of anger. It was this anger, and anger at the experiences of my brother in school. We all did not do as well because of the school experiences. That made me want to be a teacher.-Ms. Salinas, a sixth-grade teacher in the school In this article, we hope to contribute to a theory of culturally relevant teaching (Ladson-Billings, 1995) of mathematics in a Mexican immigrant community. Our analysis is based on the ideas and practices of five teachers. The teachers are participating in a school-change project in a public school located in a low-income Mexican American community in a large midwestern U.S. city. The purpose of the project is to help teachers use what they know about their students' culture to improve students' learning of mathematics, and of other subjects as well, and to help students develop critical approaches to knowledge and the tools they will need to be agents

show abstract

“…In the research literature on teaching and teacher education, there is a shared understanding that domain-specific and general pedagogical knowledge and skills are important determinants of instructional quality that affect students' learning gains and motivational development (Bransford, Darling-Hammond, & LePage, 2005;Bransford, Derry, Berliner, & Hammerness, 2005;Grossman & McDonald, 2008;Grossman & Schoenfeld, 2005;Hiebert, Morris, Berk, & Jansen, 2007;Munby, Russell, & Martin, 2001;Reynolds, 1989). Yet few empirical studies to date have assessed the various components of teachers' knowledge directly and used them to predict instructional quality and student outcomes (Fennema et al, 1996;Harbison & Hanushek, 1992;Hill, Ball, Blunk, Goffney, & Rowan, 2007;Hill, Rowan, & Ball, 2005; Mullens, Murnane, & Willet, 1996;Rowan, Chiang, & Miller, 1997). The National Mathematics Advisory Panel (2008) summarizes the situation as follows:…”

mentioning

confidence: 99%

Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

Baumert

Kunter

Blum

et al. 2010

American Educational Research Journal

1,508

927

View full text Add to dashboard Cite

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers' pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students' learning gains that was mediated by the provision of cognitive activation and individual learning support. American Educational Research Journal March 2010, Vol. 47, No. 1, pp. 133-180 DOI: 10.3102/0002831209345157 Ó 2010 AERA. http://aerj.aera.netat Max Planck Ins on July 27, 2011 http://aerj.aera.net Downloaded from KEYWORDS: teacher knowledge, teacher education, mathematics, instruction, cognitive activation, hierarchical modeling with latent variables S ince Lee Shulman's presidential address at the 1985 American Educational Research Association meeting-in which Shulman went beyond the generic perspective of educational psychology, emphasizing the importance of domain-specific processes of learning and instruction-educational research JÜ RGEN BAUMERT is a co-director at Max Planck Institute for Human Development, Center for Educational Research, Lentzeallee 94, 14195 Berlin, Germany; e-mail: sekbaumert@mpib-berlin.mpg.de. His research interests include research in teaching and learning, cultural comparisons, large-scale assessment, and cognitive and motivational development in adolescence. MAREIKE KUNTER is a research scientist at Max Planck Institute for Human Development, e-mail: kunter@mpib-berlin.mpg.de. Her research interests include teacher research, motivational processes in the classroom, and assessment of instructional processes. WERNER BLUM is a professor of mathematics education at University of Kassel, e-mail: blum@mathematik.uni-kassel.de. His research interests include empirical research on instructional quality in mathematics, national and international comparison studies in mathematics, approaches to application, modeling, and proofs in mathematics instruction. MARTIN BRUNNER is an associate professor at University of Luxembourg, e-mail: martin.brunner@uni.lu. His research interests include research on cognitive abilities, achievement, and achievement motivation by means of modern measurement models. THAMAR VOSS is a predoctoral research fellow at Max Planck Institute for Human Development, e-mail: voss@mpib-berlin.mpg.de. Her research interests include research on instruction and learning, teacher research, and teacher beliefs. ALEXANDER JORDAN is an academic staff member at University of Biel...

show abstract

A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction

Cited by 561 publications

References 13 publications

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Culturally Relevant Mathematics Teaching in a Mexican American Context

Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

Contact Info

Product

Resources

About