The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the releva...

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Bibliographic Details
Published in:Journal for research in mathematics education 2014-07, Vol.45 (4), p.419-459
Main Authors: Campbell, Patricia F, Nishio, Masako, Smith, Toni M, Clark, Lawrence M, Conant, Darcy L, Rust, Amber H, DePiper, Jill Neumayer, Frank, Toya Jones, Griffin, Matthew J, Choi, Youyoung
Format: Article
Language:English
Subjects:
Academic achievement
Beginning Teachers
Beliefs
Delaware
Elementary School Mathematics
Elementary School Teachers
Item Response Theory
Knowledge Level
Likert Scales
Maryland
Mathematical knowledge
Mathematics Achievement
Mathematics curricula
Mathematics education
Mathematics teachers
Modeling
Multiple Choice Tests
Pedagogical Content Knowledge
Pennsylvania
Perceptions
Special education teachers
State Standards
Statistical variance
Student Records
Teacher Attitudes
Teacher Characteristics
Teacher Surveys
Teachers
Teaching Experience
Teaching methods
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Summary:This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
ISSN:0021-8251
1945-2306
DOI:10.5951/jresematheduc.45.4.0419