Mathematics Teacher Effectiveness: Profiles of Practice and Teacher Knowledge Predicting Student Growth

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-1 - Examining Issues in Mathematics Education at Scale

Abstract

This study explores the influence of 124 grades 4 and 5 teachers’ mathematics profiles of practice and the teachers’ mathematical knowledge for teaching on student mathematics growth, above and beyond student, teacher, and classroom background variables, using four profiles of mathematics practice established in previous research: weak practices, lots of errors, developing practices, and strong practices. Results indicate that teachers’ mathematical knowledge for teaching was not a significant predictor of student growth in math after controlling for teachers’ profiles of practice. In the final model, there were statistically significant differences in growth between students in classes of teachers with developing and weak practices.

Author

• Melissa A. Gallagher, University of Louisiana at Lafayette