High School Algebra Teachers' Knowledge and Beliefs in the United States and China

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-3 - Motivational and Cognitive Processes: Teachers' Beliefs, Judgments, and Knowledge

Abstract

This study examined Chinese and the U.S. high school teachers’ content knowledge and knowledge of students’ errors related to the translation of representations of quadratic functions. Also teachers’ beliefs about students’ mathematical learning ability were explored between the Chinese and U.S. teachers. Findings revealed that while all the teachers were able to obtain correct answers, the U.S. teachers outperformed the Chinese teachers in employing various problem-solving strategies and in showing evidence of conceptual understanding. It seems that all the teachers preferred lecturing to motivating students to learn. There were disconnects between teachers’ beliefs and practice. Also teachers’ content knowledge was found to be different from what they intended to teach students. The findings offer insights for both research and practice.

Authors

• Qintong Hu, The University of Tennessee - Knoxville

• Ji-Won Son, University at Buffalo - SUNY

• Lynn L. Hodge, The University of Tennessee