The Development and Assessment of Mathematical Teaching Expertise: Educational and Scientific Importance of the Study

• In Event: 73.023 - Toward a Fair Evaluation of Teachers: Methodological Challenges in a Cross-National Study of Mathematics Teachers

Abstract

Objective

The objective of this paper is to present the rationale and research questions that framed the FIRSTMATH proof-of-concept study as well as an overview of the preliminary findings concerning the suitability of the sampling frame and instrument development.

Theoretical Framework

FIRSTMATH builds on the work done on the Teacher Education and Development study (TEDS-M) on teaching knowledge (Shulman, 1987); mathematics knowledge for teaching (Ball & Bass, 2000), program evaluation (Weiss, 1972, 1997), teacher education outcomes (Author et al., 1993; Author 1996, 1999b), educational reform and teacher education (Author, 1999a, 2007, 2008), and on previous comparative work done by IEA, specifically in the Third International Mathematics and Science Study (TIMSS) (Mullis et al., 2007).

Methods

The study uses surveys, observations and interviews to addresses for each of the 15 participating countries (including the U.S.):

a. What is the definition of a novice teacher? What are their backgrounds, preparation, levels of mathematics teaching knowledge and other related knowledge? What characterizes their practice? What connections are there between teachers’ beliefs, knowledge, and practice?

b. In what physical and working environments do novice teachers teach? What kinds of professional, social, and intellectual support do they enjoy? What are the demographic characteristics, backgrounds, and achievement levels of their students?

c. How successful are novice teachers in helping students achieve proficiency? What is the level of challenge that the school environment, curriculum, professional knowledge or practice, and student population pose for novice teachers? What observable practices of novice teachers are linked to student achievement?


Data Sources

The study used survey research methods to produce correlational and descriptive data. Data were collected through policy and curriculum documents; assessments of mathematics teaching knowledge; observations, interviews, and questionnaires. The study tested the implementation of a two-stage sampling design and introduced an innovative sequential sampling design as an alternative to the traditional two-stage design Within a representative sample of schools with novice teachers, a sub-sample of teachers were interviewed and observed, and their pupils given a mathematics assessment.

Results

The purpose of this study was to be a proof-of-concept. We have found that it is possible to construct a study to allow us to: (a) describe the challenges to effective teaching of novice teachers in today’s accountability environment; (b) re-conceptualize value added measures; (c) develop the research foundations for life-long professional development. The next step is to scale up the field study to a full international study.

Scholarly Significance

Previous studies (e.g. TEDS-M) demonstrate substantial cross-national variation in the outcomes of mathematics teacher preparation. The influence of teacher education on the performance of novice teachers is more assumed than proven, and the available research exploring the effectiveness of induction programs is at best mixed (Glazerman et al., 2010; Goldrick et al., 2012; Ingersoll, 2012). Few studies explicitly link novice teacher knowledge, practice, and effectiveness to their preparation, induction, or mentoring opportunities, thus this study fills a gap in current research in mathematics education and in the assessment of effective mathematics teaching to diverse students.

Authors

• Maria Teresa Tatto, Michigan State University

• Mark D. Reckase, Michigan State University

• Michael C. Rodriguez, University of Minnesota

• Kiril Bankov, University of Sofia

• Wendy M. Smith, University of Nebraska - Lincoln