Knowledge and Motivation as Mediators in Mathematics Teaching Practice: The Case of Drawn Models for Fraction Arithmetic

Autor/inn/en	Jacobson, Erik; Izsák, Andrew
Titel	Knowledge and Motivation as Mediators in Mathematics Teaching Practice: The Case of Drawn Models for Fraction Arithmetic
Quelle	In: Journal of Mathematics Teacher Education, 18 (2015) 5, S.467-488 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-015-9320-0
Schlagwörter	Middle School Teachers; Mathematics Teachers; Mathematics Instruction; Secondary School Mathematics; Pedagogical Content Knowledge; Multiplication; Mathematical Concepts; Teacher Surveys; Mathematical Models; Questionnaires; Attitude Measures; Self Efficacy; Mathematics Anxiety; Teacher Motivation; Regression (Statistics); Predictor Variables; Use Studies; Structural Equation Models; Learning Processes; Educational Practices; National Surveys; Knowledge Level + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Multiplikation; Mathematical model; Mathematisches Modell; Fragebogen; Self-efficacy; Selbstwirksamkeit; Regression; Regressionsanalyse; Prädiktor; Benutzerschulung; Learning process; Lernprozess; Bildungspraxis; Wissensbasis
Abstract	Past studies have suggested that in light of recent curriculum standards, many US teachers make limited use of drawn models in their mathematics instruction. To gain insight into this phenomenon, we investigated relationships between US teachers' opportunities to learn about, knowledge of, motivation for, and instructional use of drawn models for representing multiplication and division of fractions. A national sample of 990 practicing middle-grade teachers was administered a three-part survey that contained a knowledge assessment; a professional history and teaching practices questionnaire that included questions about opportunities to learn to use drawn models; and a motivation questionnaire that measured teachers' value, anxiety, and self-concept of ability for using such models in instruction. In regression models without motivation, opportunity to learn significantly predicted the teachers' knowledge, frequency of use, and purpose for use of drawn models. In structural equation models that included motivation, knowledge and motivation substantially accounted for relationships between the teachers' opportunity to learn and their self-reported use of drawn models in instruction. These findings are consistent with the general hypothesis that teacher' opportunities to learn teaching practices indirectly affect their instructional practices. Teachers' knowledge and motivation also play a central role. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01