TY - JOUR
T1 - Measuring mathematical knowledge for teaching
T2 - A longitudinal study using two measures
AU - Copur-Gencturk, Yasemin
AU - Lubienski, Sarah T.
N1 - Funding Information:
The data for this paper resulted from the evaluation of a 2.5-year master’s program supported by a federally funded, state-administered MSP grant in the United States. The program was co-designed by university and school district personnel and took place from August 2008 until December 2010. The program focused on ‘‘sense-making in mathematics and science’’ and was designed to meet the partner district’s needs and to deepen teachers’ content and pedagogical content knowledge. The program included a variety of courses, including mathematics, science, and education courses. Two courses focused specifically on mathematics. The first course was a hybrid of mathematics content and methods and occurred during the first semester of the program (Fall 2008). The second was a mathematics content course, occurring in the second year of the program (Spring 2010). Both courses were four credits and met Thursday evenings in a local building that was convenient for the teachers in the program. Teachers who both completed the program with at least a 3.25 GPA and participated in all evaluation components (including repeated assessments of their mathematics knowledge) were given a $1500 stipend. This stipend encouraged teachers’ serious engagement with program components, including coursework and evaluation.
PY - 2013/6
Y1 - 2013/6
N2 - This longitudinal study examines growth in teacher knowledge as measured by two popular assessments-Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics content/pedagogy hybrid course and a general mathematics content course. Teachers made large gains on both measures, but the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Patterns in teacher performance suggest substantive differences between specialized mathematical knowledge for teaching and everyday mathematics knowledge. The theoretical and practical implications of these findings are discussed.
AB - This longitudinal study examines growth in teacher knowledge as measured by two popular assessments-Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics content/pedagogy hybrid course and a general mathematics content course. Teachers made large gains on both measures, but the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Patterns in teacher performance suggest substantive differences between specialized mathematical knowledge for teaching and everyday mathematics knowledge. The theoretical and practical implications of these findings are discussed.
KW - Assessment
KW - K-8
KW - Mathematical knowledge for teaching
KW - Professional development
KW - Teacher knowledge
UR - http://www.scopus.com/inward/record.url?scp=84877610263&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84877610263&partnerID=8YFLogxK
U2 - 10.1007/s10857-012-9233-0
DO - 10.1007/s10857-012-9233-0
M3 - Article
AN - SCOPUS:84877610263
SN - 1386-4416
VL - 16
SP - 211
EP - 236
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
IS - 3
ER -