Increased Knowledge in Geometry and Instructional Practice

Swafford, Jane O.; Jones, Graham A.; Thornton, Carol A.

doi:10.2307/749683

Cited by 63 publications

(39 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, knowledge of theoretical principles gives teachers an opportunity to devise practices that have a greater possibility of success (e.g., Swafford, Jones, & Thornton, 1997). Furthermore, standards-based curricula have positive influences on students' performance and motivation in mathematics (e.g., Billstein & Williamson, 2003;Chapell, 2003).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Reform-Based Curriculum and Motivation in Geometry

Halat

Jakubowski

Aydın

2008

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The aim of this study was to compare motivation of sixth-grade students engaged in instruction using reform-based curriculum with sixth-grade students engaged in instruction using a traditional curriculum. There were 273 sixth-grade mathematics students, 123 in the control group and 150 in the treatment group, involved in the study. This study took place in North Florida. The researchers used a questionnaire, the Course Interest Survey (CIS), administered to the students before and after a five-week of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with α = 0.05 were used to analyze the quantitative data. The study showed that there was a statistically significant difference in motivation between the groups favoring the treatment group. In other words, the reform-based curricula designed on the basis of van Hiele theory, compared to a traditional one, had more positive effects on students' overall motivation in learning geometry at the sixth grade level.

show abstract

Section: Purpose Of the Studymentioning

confidence: 99%

Reform-Based Curriculum and Motivation in Geometry

Halat

Jakubowski

Aydın

2008

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…at Max Planck Ins on July 27, 2011 http://aerj.aera.net Downloaded from Thornton, 1997). Qualitative research on teacher knowledge acknowledges that the mathematical CK required for high-quality instruction is not general mathematical knowledge that is picked up incidentally but professionspecific knowledge that is acquired in university-level training and can be cultivated through systematic reflection on classroom experience (Ball et al, 2001;Berliner, 1994;Grossman, 2008).…”

mentioning

confidence: 99%

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

Baumert

Kunter

Blum

et al. 2010

American Educational Research Journal

1,511

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

“…However, their knowledge of teaching and learning within this particular area of geometry was incomplete, as participants did not consistently identify the orientation of the triangle as the feature causing the triangles to be "different," a claim evidenced in the video and supported by the literature (Fuys et al, 1988). According to the literature (Jacobson & Lehrer, 2000;Ma, 1999;Swafford et al, 1997), such knowledge is necessary for effective mathematics teaching.…”

Section: Discussionmentioning

confidence: 71%

“…Unfortunately, studies have documented that teachers often do not possess the necessary knowledge to teach geometry effectively (Fuys, Geddes, & Tischler, 1985;Jones, 2000;Swafford, Jones, & Thornton, 1997). These deficits in knowledge have been noted in teachers internationally (Clements & Sarama, 2011).…”

Section: Teachers' Mathematical Knowledge For Teaching Geometrymentioning

confidence: 99%