Usable, Common Core–Aligned Fraction Teaching Knowledge Predicts Student Learning on Fraction Quiz and Standardized Test

• In Event: Teacher Knowledge and Sense-Making in Mathematics and Integrated STEM

Abstract

In this study, we extend the Classroom Video Analysis (CVA) approach, which asks teachers to respond to short video clips of classroom instruction, to capture teachers’ usable, Common Core-aligned teaching fractions knowledge (CVA-M). We developed items that measured 294 4th and 5th grade teachers’ ability to generate questions, diagnose student thinking, generate suggestions for improving teaching episodes and relate teaching episodes to specific standards. We found that 33 teachers’ scored responses to the video clips moderately predicted student learning gains as measured by a fraction quiz. We also found a small effect of 202 teachers’ usable knowledge on student learning as measured by standardized test scores, providing evidence that the CVA-M items capture knowledge teachers draw on when teaching.

Authors

• Nicole B. Kersting, The University of Arizona

• James E. Smith, University of Arizona

• Beau Vezino, Northern Arizona University

• Fany Salazar, The University of Arizona

• Nick R Mercier, The University of Arizona

• Yalcin Udun, 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