Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Bibliographic Data
| ID | 11366236 |
|---|---|
| Authors | Charles Munter (0000-0002-9887-3381, University of Missouri, corresponding author), Richard Correnti (0000-0002-6656-0567, University of Pittsburgh) |
| Year | 2017 |
| Volume | 123 |
| Issue | 2 |
| Pages | 171-202 |
| Publication date | 2017-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/689928 |
| OpenAlex | W2567589973 |
| Language | EN |
| Citations received | 18 |
| References cited | 42 |
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
Instructional design · Mathematics education · Multilevel model · Quality (philosophy · Regression analysis · Statistics · Mathematics · Mathematics Education and Teaching Techniques · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
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| Unique citing works | 18 |
|---|---|
| Citations per year | 2,57 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |