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Examining Relations between Mathematics Teachers' Instructional Vision and Knowledge and Change in Practice.

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Title: Examining Relations between Mathematics Teachers' Instructional Vision and Knowledge and Change in Practice.
Authors: Munter, Charles1, Correnti, Richard2
Source: American Journal of Education. Feb2017, Vol. 123 Issue 2, p171-000. 32p. 6 Charts, 2 Graphs.
Subject Terms: *Mathematics teachers, *Mathematics education, Regression analysis
People: Fennema, Elizabeth, 1928-2021, Nelson, Barbara Scott
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Examining Relations between Mathematics Teachers' Instructional Vision and Knowledge and Change in Practice.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/689928
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      – Code: eng
        Text: English
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        PageCount: 32
        StartPage: 171
    Subjects:
      – SubjectFull: Mathematics teachers
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: Fennema, Elizabeth, 1928-2021
        Type: general
      – SubjectFull: Nelson, Barbara Scott
        Type: general
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      – TitleFull: Examining Relations between Mathematics Teachers' Instructional Vision and Knowledge and Change in Practice.
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              Text: Feb2017
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