Teachers' Mathematics Knowledge for Teaching and School Context

Hill, Heather C.; Lubienski, Sarah Theule

doi:10.1177/0895904807307061

Cited by 60 publications

(44 citation statements)

References 30 publications

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“…This is one of the factors contributing to the extremely wide distribution in achievement and the serious social and ethnic disparities found in the United States and Germany as well at the end of compulsory schooling (Akiba, LeTendre, & Scribner, 2007;Baumert & Schümer, 2001). The unequal distribution of well-trained teachers across schools is a matter of great concern in the United States, where it is primarily the result of differences in the social structure of school districts (Darling-Hammond, 2006;Hill & Lubienski, 2007;Zumwalt & Craig, 2005). In Germany, it is caused largely by an interaction of the institutional structure of the education system and the structure of teacher training.…”

Section: Discussionmentioning

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: Discussionmentioning

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

show abstract

“…An important element related to the purposes of the California Professional Development Institutes CPDI is that teacher quality is unevenly distributed among schools (Heck, 2007;Hill & Lubienski, 2007).…”

Section: Review Of Literaturementioning

confidence: 99%

Impact of Teacher’s Background and Behavior on Students Learning

Abida

Yasmin

Azeem

2011

ijhrs

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The major purpose of the study was to identify the impact of teacher"s background and teacher"s behavior on students learning. The present study is descriptive in nature. The data were collected from the wide verity of sources. Due to the financial constraint, it was delimited to two districts of Sahiwal division, i.e., Pakpattan and Sahiwal. The population of the study comprised of 4746 teachers, 164876 students and 237 secondary and higher secondary schools in public sector in the division of Sahiwal. The present study aimed to explore the data about the teachers" background and their behavior on students learning. In order to determine these variables, the researcher developed a questionnaire on the five point Likert scale. Supervisor and other educational experts were consulted during the development of instrument before the finalization and validation of questionnaire. Questionnaires were distributed among the students of two districts of Sahiwal division. The instrument of study revised through piloting the items the data were collected by researcher personally and with the help of brothers and friends. The data were analyzed by using SPSS version 16. Finally 850 questionnaires were returned back to the respondents representing the sample of the study. It was survey type study. This is an in-depth study of students learning in English subjects regarding the teacher"s background and teacher"s behavior. The study generated following major findings that majority of teachers follow text books while teaching; ISSN 2162-3058 2011 www.macrothink.org/ijhrs 61 provide information other than text book, they regular and punctual, their style of teaching help the students in learning. These teachers are co-operative with students but they did not ignore the mistakes of their students. However, they care about the emotions of students and give them moral training. Moreover the overall impact of teachers" behavior on students learning was not significant. International Journal of Human Resource Studies

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“…A third subset of quality is teaching practices and pedagogical procedures (Hill & Lubienski, 2007). In mathematics teaching practices are the activities and approaches representing core procedures, ideas, and strategies for solving mathematical problems.…”

Section: Defining Teacher Qualitymentioning

confidence: 99%

“…By contrast, strategies emphasizing complex thinking encourage students to be active participants in their own learning through collaborative learning and inquiry-based activities. Content knowledge captures the specific ways an individual must understand mathematical concepts, while teaching practices are ways to represent mathematical procedures and ideas such that students learn mathematical content and concepts (Hill & Lubienski, 2007;Hill, Schilling, & Ball, 2004).…”

Section: Defining Teacher Qualitymentioning

confidence: 99%

Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification

Georges

Borman

Lee

2010

EPAA

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We analyzed the gap in mathematics standards, assessments and accountability, and teacher licensure and certification requirements in mathematics for elementary grades. We found states delineated mathematics academic standards in specific content areas. Licensure and certification requirements were weak indicators since they lacked the specificity of conceptual and procedural knowledge that could strengthen mathematics content knowledge and inform instructional practices. The most recent changes in licensure and certification requirements intended to affect teacher quality are not reaching a large proportion of elementary teachers; thus, their overall impact on teacher quality is likely to be limited. We discuss policy strategies for licensure and certification requirements likely to have a broader reach in addressing teacher quality at the elementary grades.

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Teachers' Mathematics Knowledge for Teaching and School Context

Cited by 60 publications

References 30 publications

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

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

Impact of Teacher’s Background and Behavior on Students Learning

Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification

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