Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Item
Title
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Abstract/Description
This article provides a longitudinal examination of how changes in more than 200 middle-grades mathematics teachers’ instructional practices related to their (a) mathematical knowledge for teaching (MKT) and (b) instructional vision. Results of this multilevel regression analysis suggest that MKT and instructional vision are related to instruction in different ways. On average, MKT scores were positively related to the current year’s quality of instruction but not to growth, whereas instructional vision was positively related to growth in instructional quality. Additionally, the analyses revealed different patterns of change depending on teachers’ instructional vision and practice at the outset of the study.
Author/creator
Date
In publication
Volume
123
Issue
2
Pages
171-202
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0195-6744
DOI
Citation
Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928
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