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Can Teacher Knowledge, Attitudes, and Beliefs Explain Changes in Student Mathematics Learning and Engagement?

Fri, April 17, 12:00 to 1:30pm, Virtual Room

Session Type: Symposium

Abstract

Theory and research based on small-scale studies suggests that there is a relation between teachers’ math knowledge, attitudes, and beliefs and their students’ math learning, but there are few large-scale studies examining these relations. In a set of three large-scale studies of practicing elementary-school teachers, we find mixed evidence for the positive role of math knowledge for teaching, support for the negative role of teacher math anxiety, no support for the role of teacher growth or fixed mindset beliefs, and support for the positive role of teacher math enjoyment and self-efficacy in student math engagement and learning. These findings identify important focus points for intervention for professional development for practicing teachers to help improve elementary student math engagement and learning.

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