Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning

Auletto Amy; Stein Kristy Cooper

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Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning

机译：上小学教师中可观察的数学教学专业知识：与学生经历和专业学习的联系

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Researchers examining elementary teachers' mathematical teaching expertise-that is, teachers' knowledge both of mathematics and of how to effectively teach mathematics-have linked such expertise to student outcomes. But, given the increasing use of classroom observations for teacher evaluation in the USA, this study considers whether and how upper elementary teachers' mathematical teaching expertise is observable in everyday classroom observations. Using classroom observation data collected with the widely used CLASS observation instrument, this study examines relationships among observation data, student outcome data, and data on opportunities for professional learning from 298 upper elementary teachers in four urban school districts in the USA. Using principal components analysis, this study isolates an observable dimension of mathematical teaching expertise. Regression analyses then identify statistically significant relationships among observed mathematical teaching expertise and multiple student outcomes, including mathematics learning and self-efficacy, as well as teacher professional learning through collaboration with mathematics coaches. Our findings inform strategies for observing mathematical teaching expertise, strengthening the practices of upper elementary teachers, and improving student experiences in the upper elementary grades.

机译：研究人员审查了小学教师的数学教学专业知识 - 即教师知识，以及如何有效地教导数学 - 与学生结果相关联。但是，鉴于美国在美国教师评估的课堂观测日益越来越多的情况下，本研究考虑了在日常课堂观测中是否可观察到上部小学教师的数学教学专业知识。本研究采用了与广泛使用的课堂观测仪器收集的教室观测数据，研究了观察数据，学生结果数据和来自美国四个城市学区的298个上部教师的专业学习机会的数据之间的关系。本研究分离了主要成分分析，分离了数学教学专业知识的可观察维度。回归分析，然后识别观察到的数学教学专业知识和多个学生结果之间的统计上显着的关系，包括数学学习和自我效力，以及通过与数学教练的合作的教师专业学习。我们的调查结果可通知观察数学教学专业知识，加强上部教师的做法，提高上部小学成绩的学生经验。

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《Journal of mathematics teacher education》 |2020年第5期|共29页
作者
Auletto Amy; Stein Kristy Cooper;
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作者单位

Michigan State Univ 620 Farm Lane Room 219 E Lansing MI 48824 USA;

Michigan State Univ 620 Farm Lane Room 219 E Lansing MI 48824 USA;

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原文格式 PDF
正文语种 eng
中图分类教育;
关键词
Mathematical teaching expertise; Upper elementary mathematics; Professional learning; Classroom observation;

机译：数学教学专业知识;上部基本数学;专业学习;课堂观察;

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1. Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning [J] . Auletto Amy, Stein Kristy Cooper Journal of mathematics teacher education . 2020,第5期

机译：上小学教师中可观察的数学教学专业知识：与学生经历和专业学习的联系
2. Making connections among student learning, content, and teaching: Teacher talk paths in elementary mathematics lesson study [J] . Murata A., Bofferding L., Pothen B.E., Journal for research in mathematics education . 2012,第5期

机译：在学生的学习，内容和教学之间建立联系：基础数学课学习中的教师谈话路径
3. Exploring Teaching Performance and Students’ Learning Effects by Two Elementary Indigenous Teachers Implementing Culture-Based Mathematics Instruction [J] . Wei-Min Hsu, Chih-Lung Lin, Huey-Lien Kao Creative Education . 2013,第10期

机译：两位本土教师实施基于文化的数学教学探索教学表现和学生的学习效果
4. A Comparative study on Mathematics Teaching and Learning in Teacher Professional Education Programs: Understanding Students' Mathematical Concepts in Zoning School [C] . Henny Ekana Chrisnawati, Getut Pramesti, Yemi Kuswardi International Conference on Science, Mathematics, Environment, and Education . 2019

机译：教师专业教育计划数学教学与学习的比较研究：了解分区学校的学生数学概念
5. Mathematics teaching experiences of elementary preservice teachers with high and low mathematics anxiety during student teaching: A multiple case study. [D] . Nisbet, Leslie Deanna. 2015

机译：学生教学期间数学焦虑程度高和低的小学职前教师的数学教学经验：多案例研究。
6. Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: effects on teacher praise and academic productivity. [O] . M A Craft, S R Alber, W L Heward 1998

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Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning

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