Investigating Links from Teacher Knowledge, to Classroom Practice, to Student Learning in the Instructional System of the Middle-School Mathematics Classroom

Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China

“…For example, Wilkins (2008) found that the increase of teachers' content knowledge did not predict teachers' increased use of inquiry-based instructional practice, in contrast, content knowledge was found to have a negative effect on teachers' use of inquiry-based instructional practice. Similar findings were also reported in studies by Hill et al (2008) and Shechtman et al (2010).…”

“…For example, Hill et al (2008) reported that teachers with stronger Mathematics Knowledge for Teaching (MKT) (including common and specialized mathematics content knowledge) made fewer mathematical errors, responded more appropriately to students, and chose examples that helped students construct meaning. In contrast, Shechtman et al (2010) found that teachers' MKT did not correlate with the three areas of instructional decision-making investigated in their study: decisions about topic coverage, choice of teaching goals, and use of technology. Such inconsistent findings suggest on the one hand that teachers' subject matter knowledge alone does not ensure effective teaching performance (Kahan et al 2003).…”

Investigating Why Teachers Reported Continued Use and Sharing of an Educational Innovation After the Research Has Ended

“…The results have been broadly disseminated in published articles (see Roschelle, Knudsen, & Hegedus, 2010;Roschelle, Shechtman et al, 2010;Roschelle, Tatar, Shechtman, & Knudsen, 2008;Shechtman, Roschelle, Haertel, & Knudsen, 2010;Tatar et al, 2008). Detailed information about the project is also available through a technical report series (see http://math.sri/com).…”

Mathematics teaching practices with technology that support conceptual understanding for Latino/a students

“…For example, some researchers examine the teachers' mathematical knowledge (e.g., Hill, Rowan, & Ball, 2005), or how teachers implement reform-based mathematics tasks (e.g., Henningsen & Stein, 1997). Some analyses from the larger Scaling Up SimCalc study collected data and built on these frameworks (e.g., Roschelle et al, 2010;Sechtman, Roschelle, Haertel, & Knudsen, 2010). For this paper we focus on how three teachers set up and taught the same lesson to meet the needs of their students.…”