Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance

Autor/inn/en	Tchoshanov, Mourat; Cruz, Maria D.; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ibragimova, Elena N.
Titel	Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 4, S.683-702 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9703-9
Schlagwörter	Mathematics Teachers; Secondary School Mathematics; Mixed Methods Research; Mathematical Models; Correlation; Knowledge Base for Teaching; Academic Achievement; Mathematics Achievement; Mathematics Instruction; Structured Interviews; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Teacher Surveys + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematical model; Mathematisches Modell; Korrelation; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge. The first cognitive type (T1) assessed participants' knowledge of basic facts and procedures. The second cognitive type (T2) measured teachers' understanding of concepts and connections. The third cognitive type (T3) gauged teachers' knowledge of mathematical models and generalizations. The study comprised two levels of quantitative data analysis. First, we explored each cognitive type of teachers' content knowledge and the overall TCKS score as they related to student performance. Second, we studied the correlation between each cognitive type of teacher content knowledge to deepen the understanding of content associations. Results of the study show a statistically significant correlation between cognitive types T1 and T2 of teacher content knowledge and student performance (p < 0.05). The correlation between cognitive type T3 and student performance was not significant (p = 0.0678). The most substantial finding was the correlation between teachers' total score on the TCKS and student performance (Pearson's r = 0.2903, p = 0.0055 < 0.01). These results suggest that teachers' content knowledge plays an important role in student performance at the lower secondary school. The qualitative phase included structured interviews with two of the teacher participants in order to further elaborate on the nature of the quantitative results of the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01