A Longitudinal Analysis of the Role of Different Aspects of Teacher Knowledge in Instruction

• In Event: Roundtable Session 4
  In Roundtable Session: Research in Mathematics Education SIG Roundtable 1

Abstract

This study examines the relationships between the specifics of teachers’ mathematical knowledge and their instructional practices. Twenty-one in-service teachers enrolled in a master’s program were followed for 4 years to study how changes in different aspects of their knowledge corresponded to changes in their teaching practices. Results of two-level linear growth models indicated that teachers’ common and specialized content knowledge corresponded to similar aspects of instruction, whereas teachers’ pedagogical content knowledge was related to different aspects of instruction. Specifically, gains in teachers’ common and specialized content knowledge predicted changes in the quality of lesson design, mathematical agenda, and classroom climate, whereas gains in teachers’ pedagogical content knowledge corresponded to changes in the quality of tasks and the mathematical agenda.

Author

• Yasemin Copur-Gencturk, University of Southern California