Teachers’ Feelings of Preparedness to Teach Mathematics, Instructional Time, and Student Achievement

• In Event: Poster Session 18
  In Poster Session: Teachers’ Beliefs, Knowledge, and Instructional Practice

Abstract

Utilizing Koehler and Grouws’s (1992) framework, we examined the relationships within specific NCTM content strands among teachers’ feelings of preparedness to teach mathematics (FPTM), the proportion of time spent teaching the strand, and average student achievement. We modeled the relationship as a mediation model, allowing for both indirect and direct effects, and controlled for teachers' backgrounds and school SES. In all three strands (Number, Geometry, and Data), FPTM were significantly related to both proportion of instructional time and achievement. However, the relationship between FPTM and achievement was not mediated by proportion of time for either Number or Data; for Geometry, the relationship was partially mediated. The findings have implications for future research and for teacher preparation programs, and professional development.

Authors

• Jill L. Adelson, University of Louisville

• Timothy Michael Sauer, University of Louisville

• Tim Truitt, University of Louisville