The Impact of Teachers' [electronic resource] : Content Knowledge and Attitudes on Instructional Beliefs and Practices / Jesse L. M. Wilkins.
This study investigated 407 in-service elementary teachers' level of mathematical content knowledge, attitude toward mathematics, beliefs about effective instruction, use of reform-orientated instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3-5)...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2002.
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| Summary: | This study investigated 407 in-service elementary teachers' level of mathematical content knowledge, attitude toward mathematics, beliefs about effective instruction, use of reform-orientated instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3-5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers' beliefs about effective instruction, but primary level teachers were found to use reform- oriented instruction more frequently than upper elementary teachers. Overall, it was found that teachers with higher content knowledge were less likely to believe in the effectiveness of reform-oriented instruction and less likely to use such instruction in their classrooms. However, teachers with more positive attitudes towards mathematics were more likely to believe in the effectiveness of reform-oriented instruction and use it in their classroom. Findings from this study have implications for the goals and objectives of elementary mathematics methods courses. (Author) |
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| Item Description: | Availability: ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). |
| Physical Description: | 10 pages. |