Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions

被引：37
|
作者：
Clark, Lawrence M. [1 ]
DePiper, Jill Neumayer [2 ]
Frank, Toya Jones [3 ]
Nishio, Masako [1 ]
Patricia, F. [1 ]
Smith, Toni M. [4 ]
Griffin, Matthew J. [1 ]
Rust, Amber H. [5 ]
Conant, Darcy L. [6 ]
Choi, Youyoung [7 ]
机构：
[1] Univ Maryland, Dept Teaching & Learning Policy & Leadership, College Pk, MD 20742 USA
[2] Educ Dev Ctr, Learning & Teaching Div, Waltham, MA 02453 USA
[3] George Mason Univ, Div Elementary Literacy & Secondary Educ, Fairfax, VA 22030 USA
[4] Amer Inst Res, Washington, DC 20007 USA
[5] Anne Arundel Community Coll, Dept Math, College Pk, MD 21012 USA
[6] Notre Dame Maryland Univ, Dept Math, Baltimore, MD 21210 USA
[7] Hanyang Cyber Univ, Seoul 133791, South Korea
来源：
JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION | 2014年 / 45卷 / 02期
关键词：
Teacher beliefs; Teacher characteristics; Teacher knowledge; CONTENT KNOWLEDGE; PRESERVICE TEACHERS; RACE; ACHIEVEMENT; SCHOOLS; STANDARDS; AMERICAN; CERTIFICATION; INSTRUCTION; ATTITUDES;
D O I：
10.5951/jresematheduc.45.2.0246
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
引用
收藏
页码：246 / 284
页数：39
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