Mathematical knowledge for teaching and the mathematical quality of instruction: a study of novice elementary school teachers

Santagata Rossella; Lee Jiwon

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Mathematical knowledge for teaching and the mathematical quality of instruction: a study of novice elementary school teachers

机译：教学的数学知识和教学的数学素质：新手小学教师的研究

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This study examines the association between mathematical knowledge for teaching and instructional quality in a sample of first-year elementary school teachers. Ten teachers completed the mathematical knowledge for teaching (MKT) survey at the end of teacher preparation. Three mathematics lessons taught during their first year of teaching were videotaped and scored using the Mathematical Quality of Instruction. Findings replicate prior studies that were conducted with more experienced teachers. A strong, positive and statistically significant association was found between teacher knowledge and the mathematics is clear and not distorted dimension of instructional quality. In addition, associations of moderate strength were found between MKT and other dimensions of instructional quality centered on the mathematics taught in the lesson. Analyses also revealed individual differences among teachers and raised the question of what other factors might impact instructional quality. Three cases studies highlight the role of lesson design, mathematics tasks, and participation structures that support or inhibit instructional quality and the use of knowledge during teaching. Conclusions suggest that preparation and induction programs should include a focus on individual teachers' mathematical knowledge for teaching, the development of a student-centered vision of mathematics instruction, and tailored support during the first year of teaching.

机译：本研究以小学一年级教师为样本，考察了数学教学知识与教学质量之间的关系。十名教师在教师准备结束时完成了数学教学知识（MKT）调查。在他们第一年的教学中，三节数学课被录制下来，并使用数学教学质量评分。这一发现与之前的研究相类似，这些研究是由更有经验的教师进行的。研究发现，教师知识与教学质量的“数学是清晰的，而不是扭曲的”维度之间存在着强烈的、积极的、具有统计学意义的关联。此外，在MKT和其他教学质量维度之间发现了中等强度的关联，这些维度集中在课程中教授的数学上。分析还揭示了教师之间的个体差异，并提出了其他哪些因素可能影响教学质量的问题。三个案例研究强调了课程设计、数学任务和参与结构的作用，它们支持或抑制教学质量和教学过程中知识的使用。结论表明，准备和入职课程应包括关注个别教师的数学教学知识，发展以学生为中心的数学教学愿景，以及在第一年的教学中提供量身定制的支持。

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来源
《Journal of mathematics teacher education》 |2021年第1期|共28页
作者
Santagata Rossella; Lee Jiwon;
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作者单位

Univ Calif Irvine Sch Educ 3200 Educ Bldg Irvine CA 92617 USA;

Univ Calif Irvine Sch Educ 3200 Educ Bldg Irvine CA 92617 USA;

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原文格式 PDF
正文语种 eng
中图分类教育;
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Mathematical knowledge for teaching; Instructional quality; Novice teachers; Elementary school teachers; Video; Mixed methods; Case studies;

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机译：认知指导：基于研究的小学数学教师专业发展计划

Mathematical knowledge for teaching and the mathematical quality of instruction: a study of novice elementary school teachers

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