Tammy D Tolar
Biographic Data
| ID | 5182014 |
|---|---|
| NAME | Tammy D Tolar |
| GIVEN NAMES | Tammy D |
| FAMILY NAME | Tolar |
| SIGNATURE | TOLAR T D |
| AFFILIATIONS | University of Houston |
| ORCID | 0000-0002-1081-3166 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills
Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the …
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the c…
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation flue…
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish
This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexic…
The Development of the Ability to Recognize the Meaning of Iconic Signs
Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-si…
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills
Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the …
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation flue…
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the c…
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish
This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexic…
The Development of the Ability to Recognize the Meaning of Iconic Signs
Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-si…
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish
This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexic…
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation flue…
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the c…
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills
Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the …
Psychology (5 works) · Mathematics education (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Linguistics (3 works) · Mathematics Education and Teaching Techniques (3 works) · Pedagogy (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Mathematics (2 works)