What Different Teacher Knowledge Measures Tell Us About Teachers’ Mathematical Knowledge for Teaching?

• In Event: Poster Session 17
  In Poster Session: Instrumentation for Measuring Teacher Knowledge for Teaching

Abstract

Using data collected from 24 K-8 teachers, we examined the relationship between two mathematics assessments, Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). We compared the extent to which each assessment captured gains made during a mathematics content/pedagogy hybrid course and a more traditional mathematics course. We found that the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Additionally, we found that teachers’ scores on the content strand covered by both measures—algebra--followed the same trend. Patterns in teacher performance confirm substantive differences between specialized mathematics knowledge for teaching and everyday mathematics knowledge.

Authors

• Yasemin Copur-Gencturk, University of Southern California

• Sarah Theule Lubienski, University of Illinois at Urbana-Champaign