Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
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检验数学教师的教学视野与知识的关系及实践的变化
DOI：
10.1086/689928
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发表时间：
2017
影响因子：
2.5
通讯作者：
R. Correnti
中科院分区：
文献类型：
--
作者：
Charles Munter;R. Correnti
本研究以200多位中年级数学教师为对象，探讨其教学实践与数学教学知识（MKT）及教学理念（B）的关系。多元回归分析的结果表明，MKT和教学愿景是以不同的方式与教学。平均而言，MKT分数呈正相关，本年度的教学质量，但不增长，而教学愿景是呈正相关的教学质量的增长。此外，分析揭示了不同的变化模式取决于教师的教学愿景和实践在研究开始。
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.