Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Relationships between Teaching Professional Rank, Course Taking, Teaching Experience and Knowledge of Algebra for Teaching

  • Huang, Rongjin (Department of Mathematical Sciences, Middle Tennessee State University) ;
  • Li, Yeping (Department of Teaching, Learning and Culture, Texas A&M University) ;
  • Kulm, Gerald (Department of Teaching, Learning and Culture, Texas A&M University) ;
  • Willson, Victor (Department of Education Psychology, Texas A&M University)
  • Received : 2013.06.25
  • Accepted : 2013.06.27
  • Published : 2014.06.30
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Abstract

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

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References

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