The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

Patricia F. Campbell · Masako Nishio · Toni Smith · Lawrence M. Clark · Darcy L. Conant · Amber H. Rust +3 more

187 citations0/0 files storedJournal for Research in Mathematics Education

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Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies School Choice and Performance

Abstract

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

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1986Those Who Understand: Knowledge Growth in Teaching 1991Scale Development : Theory and Applications 1986Handbook of research on teaching 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1992Handbook of research on mathematics teaching and learning 2008Content Knowledge for Teaching 2005Teachers, Schools, and Academic Achievement 1986Those Who Understand: Knowledge Growth in Teaching

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2023Effective Teacher Professional Development: New Theory and a Meta-Analytic Test 2021The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom 2020Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China 2019Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers 2020Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

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