Peer reviewed
Direct linkERIC Number: EJ1029854
Record Type: Journal
Publication Date: 2014
Pages: 41
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0021-8251
The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement
Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung
Journal for Research in Mathematics Education, v45 n4 p419-459 2014
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
Descriptors: Pedagogical Content Knowledge, Teacher Attitudes, Elementary School Teachers, Elementary School Mathematics, Mathematics Achievement, Teacher Characteristics, Beliefs, Teaching Experience, Item Response Theory, Likert Scales, Teacher Surveys, Beginning Teachers, Student Records, Multiple Choice Tests, State Standards, Knowledge Level
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Delaware; Maryland; Pennsylvania
