The Relationship Between Mathematical Content and Pedagogical Knowledge and Teacher Characteristics

• In Event: Poster Session 12
  In Poster Session: Education Policy and Politics

Abstract

This paper presents the results of a quantitative analysis of the relationship between commonly used proxies for teacher knowledge (e.g. certification, degree, number of years of teaching experience) and the mathematical content and pedagogical content knowledge that has been linked to upper-elementary and middle-grades student mathematics achievement. Because variables associated with teaching context and teacher perceptions about the teaching and learning of mathematics could impact teacher knowledge, these variables were included in the analysis. The results point to differences in degree to which proxy measures, teaching context, and perceptions explained the variance in teacher knowledge in the two grade bands. This work has implications for policy regarding teacher hiring and staffing as well as for professional development and teacher preparation.

Authors

• Toni M. Smith, American Institutes for Research

• Patricia F. Campbell, University of Maryland

• Masako Nishio, University of Maryland - College Park

• Lawrence M. Clark, University of Maryland

• Amber Rust, Anne Arundel Community College

• Darcy Conant, University of Maryland - College Park

• Jill Neumayer-DePiper, University of Maryland - College Park

• Toya Jones Frank, University of Maryland - College Park

• Matthew J. Griffin, University of Maryland

• Younyoung Choi, University of Maryland