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ERIC Number: EJ1088274
Record Type: Journal
Publication Date: 2015-May
Pages: 51
Abstractor: As Provided
ISSN: ISSN-0021-8251
The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers' Knowledge and Instruction
Copur-Gencturk, Yasemin
Journal for Research in Mathematics Education, v46 n3 p280-330 May 2015
In this study, I examined the relationship between teachers' mathematical knowledge and instruction. Twenty-one K-8 teachers who were enrolled in a master's program were followed for 3 years to study how their mathematical knowledge and teaching changed over time. The results of multilevel growth models indicated that gains in teachers' mathematical knowledge predicted changes in the quality of their lesson design, their mathematical agenda, and the classroom climate. Analyses of interviews and classroom observation data conducted with a subgroup of teachers revealed that in addition to the gains teachers made in their mathematical knowledge, their exit level of knowledge played a significant role in the quality of the changes in their practices.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A