The Relationship between Teacher Mathematics Knowledge and Teacher Practice

• In Event: Roundtable Session 12
  In Roundtable Session: Investigating Middle School Mathematics Placement and Instructional Practices

Abstract

Relationships between subject area knowledge of teachers and teacher practice are of interest in understanding the preparation and professional development of teachers as well as in assessing teacher performance. The study explores the relationship between Mathematics Knowledge for Teaching (MKT) and Inside the Classroom – Classroom Observation Protocol (ITC-COP) in a sample of 129 teachers from 25 school districts across seven states. Using linear and ordinal mixed models to account for a random district effect on ITC-COP measurements, modest relationships were identified between MKT and seven of eight different aspects of the ITC-COP.

Authors

• Mark C. Greenwood, Montana State University

• Elizabeth Burroughs, Montana State University

• David Yopp, Montana State University

• Megan Higgs, Montana State University

• John Sutton, RMC Research Corporation