ERIC Number: ED471775
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
The Impact of Teachers' Content Knowledge and Attitudes on Instructional Beliefs and Practices.
Wilkins, Jesse L. M.
This study investigated 407 in-service elementary teachers' level of mathematical content knowledge, attitude toward mathematics, beliefs about effective instruction, use of reform-orientated instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3-5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers' beliefs about effective instruction, but primary level teachers were found to use reform- oriented instruction more frequently than upper elementary teachers. Overall, it was found that teachers with higher content knowledge were less likely to believe in the effectiveness of reform-oriented instruction and less likely to use such instruction in their classrooms. However, teachers with more positive attitudes towards mathematics were more likely to believe in the effectiveness of reform-oriented instruction and use it in their classroom. Findings from this study have implications for the goals and objectives of elementary mathematics methods courses. (Author)
Descriptors: Educational Change, Elementary Education, Instructional Effectiveness, Knowledge Base for Teaching, Mathematics Education, Teacher Attitudes
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.