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.
Elementary School Journal
University of Chicago Press
Hiebert, J., Miller, E., & Berk, D. (2017). Relationships Between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching. Elementary School Journal, 117(4), 687-707. http://dx.doi.org/10.1086/691685