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ERIC Number: EJ962457
Record Type: Journal
Publication Date: 2012-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0020-8566
The Effects of Teacher Mathematics Knowledge and Pedagogy on Student Achievement in Rural Guatemala
Marshall, Jeffery H.; Sorto, M. Alejandra
International Review of Education, v58 n2 p173-197 Apr 2012
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have "different kinds" of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Guatemala