Contributing Factors to Teachers' Mathematics Instructional Visions

• In Event: 28.078 - The Development of Mathematics Teacher Beliefs, Knowledge, and Practice

Abstract

In this analysis we examined what might contribute to teachers’ development of mathematics instructional visions through a quantitative analysis of a large, longitudinal data set collected in 4 urban school districts. We found teachers’ instructional vision to be related to their mathematical knowledge for teaching, their instructional practice, and their colleagues’ instructional visions— particularly in cases where interactions within professional networks was more frequent. Based on these findings, we discuss implications for both inservice teacher professional development and preservice teacher education.

Authors

• Charles Munter, University of Missouri - Columbia

• Anne Garrison Wilhelm, Southern Methodist University