NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147277
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0017-8055
Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding
Jansen, Amanda; Berk, Dawn; Meikle, Erin
Harvard Educational Review, v87 n2 p225-250 Sum 2017
In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices--use of story problems and pressing students for mathematical explanations--in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.
Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Delaware
Grant or Contract Numbers: DRL0909661