Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement

Autor/inn/en	Sutherland, Marah; Clarke, Ben; Kosty, Derek B.; Baker, Scott K.; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Goode, Joanna
Titel	Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement
Quelle	In: Elementary School Journal, 123 (2022) 2, S.292-317 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/721877
Schlagwörter	Mathematics Education; Mathematics Curriculum; Pedagogical Content Knowledge; Teacher Behavior; Teaching Methods; Mathematics Achievement; Kindergarten; Elementary School Teachers + Suchen Sie Ihr Suchwort? Mathematische Bildung; Pädagogische Kompetenz; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Policy efforts in mathematics have focused on increasing teachers' mathematics content knowledge (MCK), with the goal of increasing teacher quality and in turn increasing student mathematics learning. An alternative approach to increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with a range of MCK. Drawing from a large-scale study of kindergarten students (n = 2,598) and their teachers (n = 130), the current study investigated the interaction between teacher MCK and curriculum (Early Learning in Mathematics core kindergarten curriculum vs. business-as-usual curricula) on (a) instructional behaviors and (b) student mathematics achievement gains. Results indicated differential significant interactions across instructional behaviors and a small but negative effect of teacher MCK on student mathematics achievement gains. Implications for future research, policy, and practice are discussed. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01