Developing Measures of Usable, Common Core–Aligned Mathematics Teaching Knowledge (CVA-M): Between Knowledge and Performance

• In Event: 51.069 - Improving Research on Mathematics Teachers and Teaching: Discussions of Measures and Methods

Abstract

We report on two studies over which we developed a measure of usable, Common Core-aligned knowledge for teaching fractions (CVA-M). We conceptualized usable knowledge as the knowledge itself and a manifestation of teachers’ situation-specific skills of perceiving, explaining, and decision-making, which mediate how teachers activate and utilize their knowledge during instruction. Results from Study 1 indicate that teachers’ scores on our CVA-M items positively relate to two other measures of teacher knowledge (MKT and original CVA), and that they significantly predict student learning on a fractions quiz from pre- to post. Under Study 2, responses from 192 teachers have been collected and results about relationships between usable knowledge, teaching practice, and student learning will be available by Spring 2019.

Authors

• Nicole B. Kersting, The University of Arizona

• Beau Vezino, The University of Arizona

• James E. Smith, University of Arizona

• Mei-Kuang Chen, The University of Arizona

• Marcy B. Wood, The University of Arizona

• James W. Stigler, University of California - Los Angeles