Professional Development and Teachers’ Feelings of Preparedness to Teach Mathematics: A Multigroup Analysis Using TIMSS (Trends in International Mathematics and Science Study)

• In Event: The Impact of Teacher Reflexivity on Student Achievement

Abstract

Elementary school teachers’ feelings of preparedness to teach mathematics may influence student achievement and teacher behavior and retention. Utilizing Shulman’s “knowledge base for teaching” framework and the NCTM content strands, this study used data from the Trends in International Mathematics and Science Study (TIMSS) to examine how prepared U.S. and Canadian fourth grade teachers feel to teach number, geometric shape and measures, data display, and algebraic reasoning based on their participation in PD focused on (a) mathematics knowledge, (b) pedagogical mathematics knowledge, and (c) mathematics curricular knowledge. Results suggest that participation in PD focused on mathematics curricular knowledge is related to greater feelings of preparedness to teach data display and algebraic reasoning.

Authors

• Jill L. Adelson, University of Louisville

• Timothy Michael Sauer, University of Louisville

• Tim Truitt, University of Louisville