ERIC Number: EJ1002342
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 58
Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures
Copur-Gencturk, Yasemin; Lubienski, Sarah T.
Journal of Mathematics Teacher Education, v16 n3 p211-236 Jun 2013
This longitudinal study examines growth in teacher knowledge as measured by two popular assessments--Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics content/pedagogy hybrid course and a general mathematics content course. Teachers made large gains on both measures, but the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Patterns in teacher performance suggest substantive differences between specialized mathematical knowledge for teaching and everyday mathematics knowledge. The theoretical and practical implications of these findings are discussed.
Descriptors: Mathematics Education, Mathematics Instruction, Longitudinal Studies, Measures (Individuals), Pedagogical Content Knowledge, Comparative Analysis, Mathematics Achievement, Inservice Teacher Education, Elementary School Mathematics, Elementary School Teachers, Blended Learning, Education Courses
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Postsecondary Education
Authoring Institution: N/A