Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning

Professional Development of Mathematics Teacher: A Systematic Literature Review

“…It is believed that PD programmes provided teachers with the necessary knowledge and pedagogical skills so that they can apply them in their classrooms. For teachers undergoing PD combined with the experience, it will impact their teaching and learning styles (Courtney, 2018) and students' learning outcomes (Stein, 2019). Throughout the review, there were three main impacts of the PD programmes on mathematics teachers: teacher knowledge and skills, teaching practices and student learning outcomes.…”

“…Hence, teachers need to have ongoing learning to equip them with the latest knowledge and skills in the curriculum, using technology, and teaching practice. Auletto and Stein (2019) stated that teacher acceptance and PD readiness play an essential role in the education system's event. Mathematics teachers need to be equipped with knowledge (Heather et al, 2008) and excellent pedagogical skills (Lee et al, 2018) to lead an effective learning process.…”

The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

“…Like other types of knowledge, the MKT can be measured directly or indirectly (Kanwar et al, 1990). Examples for direct measures include intellectual and practical tests (e.g., task-based, essay, objective tests, classroom video analysis), and classroom observation instruments (Auletto & Stein, 2020;Gasteiger et al, 2019;Hill et al, 2004;Kersting et al, 2012;König & Kramer, 2016). For indirect measures, self-assessments and questionnaires are utilized in research studies to determine how teachers perceived their MKT (Hill et al, 2005;Mitchell et al, 2014), but their validity can be an issue, particularly with low experienced teachers (Kanwar et al, 1990).…”

“…Also, it is recommended that when developing an MKT measure is to include items that measure all MKT domains and demand participants to employ their highorder thinking skills (Hill, 2010;Hill et al, 2008b). Among the qualitative tools, classroom observation tools shall help complete the evaluation picture for teachers' MKT level when they intend to measure the practical element of the MKT found in teacher-student interactions and instructional practices (Auletto & Stein, 2020). Lastly, the validity and reliability of these tools should be tested in factor analytic studies and measure their psychometric quality (Ko & Herbst, 2020;Senk et al, 2012).…”

“…Some of these influences have external sources like school environment, curriculum materials and regulations, and educational policies (Hill et al, 2008b;Mitchell et al, 2014). Finally, studies indicate a positive relationship for teachers' MKT with student achievement (Hill et al, 2005), and students' learning outcomes, self-efficacy to learn mathematics, and positive relationship with their teachers (Auletto & Stein, 2020) while it helps mathematics teachers to enhance their knowledge and beliefs about their students (Smith et al, 2012).…”