Document Type

Article

Publication Date

6-2017

Abstract

The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates’ analyses of classroom teaching. Fifty three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3 summers following graduation. Participants performed significantly better on the 3 tasks focused on mathematics topics studied in the program than on the task focused on a mathematics topic not studied in the program. After checking several alternative hypotheses, we conclude that a likely explanation for the performance differences is the mathematical knowledge for teaching that participants developed as freshmen in the preparation program.

Publication Title

Elementary School Journal

ISSN

0013-5984

Publisher

University of Chicago Press

Volume

117

Issue

4

First Page

687

Last Page

707

DOI

10.1086/691685

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