Exploring how mathematical knowledge for teaching enters instruction amongst early career teachers

Abstract

Assessing the mathematical knowledge for teaching (MKT; Hill et al., 2008) of teachers, especially novice teachers (ECTs, early career teachers), is a crucial step in mathematics education reform. Researchers (e.g., Hill et al., 2008) have found connections between a teacher’s MKT and student outcomes, demonstrating its importance. The present study uses statistical and qualitative procedures to explore how MKT enters and presents itself within instruction using ECT surveys, interviews, MKT scores, and classroom observation data from the SEMI project (Frank et al., 2014-2017, Study of Elementary Mathematics Instruction). Specifically, we constructed a regression model that compiled survey responses related to planning mathematics lessons, teaching mathematics lessons, perceptions of mathematics, and teaching strategies as predictors for an ECT’s level of MKT. We discovered that MKT was significantly predicted by a teacher’s perception of their own mathematics abilities. Further, using case study methods that investigated a classroom lesson of two ECTs with high MKT scores, we were able to discern how MKT is presented within the classroom setting in a variety of ways. The identified manifestations of MKT are described in detail in the results.