Mathematics Knowledge for Teaching and Its Influential Factors: An Analysis of Chinese Elementary Mathematics Teachers

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Abstract

Sound mathematics knowledge for teaching is crucial for teachers’ effective mathematics instruction and thus, their students’ mathematics learning. What are the characteristics of such knowledge? What are the influences of teachers’ mathematics related training, mathematics teaching experiences, and study of curriculum materials with their colleagues on such knowledge? This study examined the two questions that have not been appropriately explored drawing on the open survey and curriculum data from Chinese elementary mathematics teachers. It found that the participants’ mathematics and mathematics specific pedagogy training or mathematics teaching experience alone had limited influences on their mathematics knowledge for teaching. Their reconstruction of mathematics concepts that they need to teach with their colleagues shaped importantly the quality of such knowledge.

Author

• Jian Wang, Texas Tech University