Examining the Relationship Between Teacher Knowledge and Mathematics Classroom Practices in Novice Elementary-School Teachers

Session Type: Symposium

Abstract

In the last two decades, research efforts in mathematics education have expanded greatly our understanding of the nature and types of knowledge that make teachers effective. Scholars in the field have also called for an examination of ways knowledge translates into decisions and actions in the classroom. The papers in the proposed session focus on the relationship between knowledge and classroom practices in novice elementary school teachers. They offer complementary perspectives by analyzing quantitative data on teacher knowledge and practices collected through different instruments and qualitative data from teacher reflection interviews. Together, the papers contribute to our understanding of ways knowledge development interacts with teachers’ daily work in the classroom and offer implications for the design of teacher preparation.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

Chair

• Rossella Santagata, University of California - Irvine

Papers

• Learning to Learn From Teaching and Teacher Knowledge Improvement Over Time - Rossella Santagata, University of California - Irvine

• Changes in Knowledge and Quality of Mathematics Instruction: A Longitudinal Study of Novice Elementary School Teachers - Jiwon Lee, University of California - Irvine

• The Role of Reflection as a Vehicle for Teacher Change - Cathery Yeh, Chapman University

Discussant

• Hilda Borko, Stanford University