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Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth

Artigo2022

Yasemin Copur‐Gencturk ORCID; Jingxian Li ORCID

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Resumo

Teaching a particular subject provides rich opportunities for teachers to develop subject-specific knowledge and skills, especially for those who are in the early years of their career. Yet supporting evidence is scarce regarding the extent to which knowledge and skills teachers could gain from their teaching experience. This study aims to address this gap by collecting data from a from a national sample of 207 novice mathematics teachers for three years in a row to explore the development of two elements of teachers' pedagogical content knowledge (PCK) of mathematics: (1) knowledge of students' mathematical thinking and (2) knowledge of mathematics teaching. By using linear growth modeling to analyze the data derived from teachers' analyses of videos clips of mathematics classes, we found that teachers increased both elements of PCK, albeit at different rates. Further, the growth of these two important elements of PCK were associated with different teacher-related factors. Having a robust knowledge of mathematics played a key role in teachers' learning of students' mathematical thinking, whereas having a credential in mathematics teaching played a role in the development of teachers’ knowledge of mathematics teaching.

Dados da obra

Tipo
Artigo
Periódico
Teaching and Teacher Education, v. 121, p. 103949
Editora
Elsevier BV
Ano
2022 (2022-11-16)
Idioma
en
Palavras-chave
pedagogical content knowledge; teacher knowledge development; teacher learning; mathematics teacher education; teacher credentials
Temas
Formação de Professores de Matemática
DOI
10.1016/j.tate.2022.103949
ISSN
0742-051X, 1879-2480
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
COPUR‐GENCTURK, Yasemin; LI, Jingxian. Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth. Teaching and Teacher Education, v. 121, p. 103949, 2022. DOI: https://doi.org/10.1016/j.tate.2022.103949.

APA

Copur‐Gencturk, Y., & Li, J. (2022). Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth. Teaching and Teacher Education, 121, 103949. https://doi.org/10.1016/j.tate.2022.103949

BibTeX
@article{copurgencturk2022,
  author = {Copur‐Gencturk, Yasemin and Li, Jingxian},
  title = {Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth},
  year = {2022},
  journal = {Teaching and Teacher Education},
  volume = {121},
  pages = {103949},
  publisher = {Elsevier BV},
  doi = {10.1016/j.tate.2022.103949},
  language = {en}
}
RIS
TY  - JOUR
AU  - Copur‐Gencturk, Yasemin
AU  - Li, Jingxian
TI  - Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth
PY  - 2022
JO  - Teaching and Teacher Education
VL  - 121
SP  - 103949
DO  - 10.1016/j.tate.2022.103949
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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