Browse > Article
http://dx.doi.org/10.7468/jksmed.2014.18.2.129

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)
Publication Information
Research in Mathematical Education / v.18, no.2, 2014 , pp. 129-148 More about this Journal
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.
Keywords
knowledge of algebra for teaching; professional rank; China;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Sullivan, P. & Wood, T. (eds.) (2008). Knowledge and beliefs in mathematics teaching and teaching development. Rotterdam, Netherlands: Sense. ME 2013e.00097
2 Tchoshanov, M. A. (2011). Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics. Educ. Stud. Math. 76(2), 141-164. ME 2011b.00269   DOI
3 Wang, J. & Paine, L. W. (2001). Mentoring as assisted performance: A pair of Chinese teachers working together. Elementary School Journal 102, 157-181.   DOI   ScienceOn
4 Wayne, A. J. & Youngs, P. (2003). Teacher characteristics and student achievement gains. Review of Educational Research 73 (1), 89-122.   DOI
5 Organization for Economic Cooperation and Development (OECD). (2006). PISA 2006 technical report. Paris, France: Author.
6 National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
7 National Research Council. (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: The National Academics Press.
8 National Research Council. (2010). PISA 2009 results: Overcoming social background-Equity in learning opportunities and outcomes. Paris, France: Author. Retrieved Jan. 1, 2011 from http://dx.doi.org/10.1787/9789264091504-en
9 RAND Mathematics Study Panel [RAND MSP] (2003). Mathematical proficiency for all students: Towards a strategic development program in mathematics education. Santa Monica, CA: RAND Corporation MR-1643.0-OERI.
10 Schmidt, W. H.; Tatto, M. T.; Bankov, K.; Blomeke, S.; Cedillo, T.; Cogan, L. et al. (2007). The preparation gap: Teacher education for middle school mathematics in six countries. East Lansing, MI: Center for Research in Mathematics and Science Education, Michigan State University.
11 Shulman, S. L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, February, 4-14.
12 Li, Y.; Huang, R.; Bao, J. & Fan, Y. (2011). Facilitating mathematics teachers' professional development through ranking and promotion practices in the Chinese mainland. In: N. Bednarz, D. Fiorentini, & R. Huang (Eds.), The professional development of mathematics teachers: Experiences and approaches developed in different countries (pp.82-92). Canada: Ottawa University Press.
13 Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum. ME 1999d.02385.
14 Li, S.; Huang, R. & Shin, Y. (2008). Mathematical discipline knowledge requirements for prospective secondary teachers from East Asian perspective. In: P. Sullivan & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development (pp. 63-86). Rotterdam, Netherlands: Sense. ME 2013e.00097
15 Li, Y. (2007). Curriculum and culture: An exploratory examination of mathematics curriculum materials in their system and cultural contexts. Math. Educ. 10(1), 21-38. ME 2012f.00326
16 Li, Y. & Kaiser, G. (Eds.) (2011). Expertise in mathematics instruction: An international perspective. New York, NY: Springer. ME 2011c.00284
17 McCrory, R.; Floden, R.; Ferrini-Mundy, J.; Reckase, M. D.;, & Senk, S. L. (2012). Knowledge of algebra for teaching: A framework of knowledge and practices. J. Res. Math. Educ. 43(5), 548-615. ME 2013d.00557.
18 Monk, D. H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13, 125-145.   DOI   ScienceOn
19 Monk, D. H. & King, J. (1994). Multilevel teacher resource effects on pupil performance in secondary mathematics and science: The case of teacher subject-matter preparation. In: R. Ehrenberg (Ed.), Contemporary policy issues: Choices and con-sequences in education (pp. 29-58). Ithaca, NY: ILR.
20 Hill, H. C.; Rowan, R. & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Education Research Journal 42, 371-406.   DOI   ScienceOn
21 Huang, R. & Li, Y. (2008). Challenges and opportunities for in-service mathematics teacher professional development in China. J. Math. Educ. (Tianjin) 17(3), 32-38. ME 2009a.00045
22 Even, R. & Ball, D. L. (2009). The professional education and development of teachers of mathematics: the 15th ICMI study. New York: Springer. ME 2009b.00036
23 Floden, R. E. & McCrory, R. (2007). Mathematical knowledge of algebra for teaching: Validating an assessment of teacher knowledge. Paper presented at 11th AMTE Annual Conference, Irvine, CA, USA.
24 Huang, R. (2014). Prospective mathematics teachers' knowledge of algebra: A comparative study in China and the United States of American. Heidelberg: Springer Spektrum.
25 Huang, R.; Peng, S.; Wang, L. & Li, Y. (2010). Secondary mathematics teacher professional development in China. In: F. K. S. Leung & Y. Li (Eds.), Reforms and issues in school mathematics in East Asia (pp.129-152). Rotterdam, Netherlands: Sense. ME 2013e.00118
26 Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24, 94-116. ME 1993g.00503   DOI   ScienceOn
27 Li, Y. & Huang, R. (2013). How Chinese teach mathematics and improve teaching. New York: Routledge.
28 Even, R. (1990). Subject matter knowledge for teaching and the case of functions. Educ.Stud. Math 21(6), 521-544. ME 1991f.01445   DOI   ScienceOn
29 Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research 35, 463-482   DOI   ScienceOn
30 Artigue, M.; Assude, T.; Grugeon, B. & Lenfant, A. (2001). Teaching and learning algebra: Approaching complexity through complementary perspectives. In: H. Chick, K. Stacey & J. Vincent (Eds.), The Future of the teaching and learning of algebra (Proceedings of the 12th ICMI Study Conference) (pp. 21-32). Melbourne, Australia: University of Melbourne.
31 Ball, D. L.; Hill, H. C. & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator 9(3), 14-17, 20-22, 43-46.
32 Ball, D. L.; Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education 59, 389-407.   DOI   ScienceOn
33 Berliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education 56, 205-213.   DOI
34 Blume, G. W. & Heckman, D. S. (2000). Algebra and functions. In: E. A. Silver & P. A. Kenney (Eds.), Results from the seventh mathematics assessment of the national assessment of educational progress (pp. 269-306). Reston, VA: National Council of Teachers of Mathematics.
35 Borko, H. & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. Am. Educ. Res. J. 26(4), 473-398. ME 1990h.37296   DOI   ScienceOn
36 Common Core State Standards Initiative (CCSSI). (2010). Common core state standards for mathematics. Washington, DC: The National Governors Association Center for Best Practices and the Council of Chief State School Officers. Retrieved from http://www.corestandards.org.
37 Goldhaber, D. D. & Brewer, D. J. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129-146.   DOI   ScienceOn