ERIC Number: ED064175
Record Type: RIE
Publication Date: 1972
Reference Count: 0
Teacher Knowledge and Student Achievement in Algebra, School Mathematics Study Group Reports Number 9.
Begle, Edward G.
This study investigated the relationship between algebraic understanding of teachers and student achievement in algebra in one academic year. Pretests to measure teachers' understanding of modern algebra and the algebra of the real number system, student pretests to enable consideration of individual differences, and posttests to measure student achievement were developed and administered. The final analysis involved 308 teachers of ninth grade first-year algebra students. No educationally significant correlations between teacher understanding of algebra and student achievement were found. Recommendations include more and broader studies and the use of teachers' willingness to examine their own classroom effectiveness. Tests and statistics are included. (JM)
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Stanford Univ., CA. School Mathematics Study Group.