Mathematics Teaching in the United States Today (and Tomorrow): Results From the TIMSS 1999 Video Study

Hiebert, James; Stigler, James W.; Jacobs, Jennifer; Givvin, Karen B.; Garnier, Helen; Smith, Margaret S.; Hollingsworth, Hilary; Manaster, Alfred B.; Wearne, Diana; Gallimore, Ronald

doi:10.3102/01623737027002111

Cited by 185 publications

(112 citation statements)

References 24 publications

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“…One defining characteristic of mathematics instruction is that it is choreographed through the teacher's selection and implementation of tasks and activities. Tasks and subsequent task activities create learning opportunities and determine the internal logic of instruction, the level of challenge, and the level of understanding that can be attained (De Corte, Greer, & Verschaffel, 1996;Hiebert et al, 2005). Knowledge of the potential of mathematical tasks to facilitate learning is thus a key dimension of PCK.…”

Section: Conceptualizing and Assessing Ck And Pck Separatelymentioning

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

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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...

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Section: Conceptualizing and Assessing Ck And Pck Separatelymentioning

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

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“…But they do paint a picture of instruction after the NCTM report, and thus we can use them to evaluate whether the vision of the standards was realized in American classrooms. See Hiebert et al (2005); Banilower et al (2013). 24 https://en.wikipedia.org/wiki/Niche_construction.…”

Section: The Common Corementioning

confidence: 99%

Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last

Cohen

Mehta

2017

American Educational Research Journal

133

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Abstract:Counter to narratives of persistently failed school reform, we argue that reforms sometimes succeed, and seek to understand why. Drawing on examples from the founding of public schools to the present, we find that successful system-wide reforms addressed problems that teachers thought they had, by being consistent with prevailing norms and values, by mobilizing a significant public constituency, and building the needed educational infrastructure. We distinguish between system-wide and niche reforms, suggesting that some--particularly those seeking ambitious instruction-failed system-wide but succeeded by creating protected educational niches. We conclude with a discussion of the implications for the Common Core.

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“…In the United States, the focus on certification has been informed by research on out-of-field teaching (Ingersoll, 1999(Ingersoll, , 2001 3 and by comparative and international studies that identified the weaknesses in instructional practices and environments surrounding U.S. teachers in comparison with those of teachers in high-achieving countries (Ginsburg, Cooke, Leinwand, Noell, & Pollock, 2005;Hiebert et al, 2005;LeTendre, Baker, Akiba, Goesling, & Wiseman, 2001;Stigler & Hiebert, 1999;Stigler & Stevenson, 1991).…”

Section: Teacher Quality Around the Worldmentioning

confidence: 99%

Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries

Akiba

LeTendre

Scribner

2007

Educational Researcher

372

242

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The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students' access to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematics achievement.However, larger opportunity gaps in access to qualified teachers did not predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement. National policies and practices related to improving teacher quality appear to be a promising area for future research to identify how other countries have achieved both excellence and equity in student achievement.

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Mathematics Teaching in the United States Today (and Tomorrow): Results From the TIMSS 1999 Video Study

Cited by 185 publications

References 24 publications

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

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

Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last

Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries

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