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

2014179 citationsJournal Article

Authors

Patricia F. Campbell · University of Maryland, College Park

Masako Nishio · University of Maryland, College Park

Toni Smith · American Institutes for Research

Lawrence M. Clark · University of Maryland, College Park

Darcy L. Conant · Notre Dame of Maryland University

Amber H. Rust · Anne Arundel Community College

Jill Neumayer DePiper

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.

Topics & Keywords

Mathematics Education and Teaching Techniques Education, Achievement, and Giftedness Cognitive and developmental aspects of mathematical skills

UN Sustainable Development Goals

Quality Education

Publication Details

Published in: Journal for Research in Mathematics Education

Volume 45, Issue 4, pp. 419-459

DOI: 10.5951/jresematheduc.45.4.0419

Field-Weighted Citation Impact: 54.56