Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics
By Mourat Tchoshanov. 2011
139 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/691d29aab0c621bea9792492609dcd61044358d5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Y. Copur-Gencturk
- Charalambos Y. Charalambous
- H. Hill
- Mark J. Chin
- Dan McGinn
- T. Nunes
- B. Dorneles
- Elisabeth Rathgeb-Schnierer
In Statistics and Probability
- Y. Copur-Gencturk
- Charalambos Y. Charalambous
- H. Hill
- Mark J. Chin
- Dan McGinn
- T. Nunes
- B. Dorneles
- Elisabeth Rathgeb-Schnierer
Citations in the corpus
- Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, unknown): “Similarly, in a recent study, Tchoshanov (2011) theorized three types of knowledge—knowledge of facts and procedures, knowledge of models and generalizations, and knowledge of concepts and connections; the latter was found to positively and significantly relate to instructional quality.”
- Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers (2021, background): “In fact, several studies have documented that teachers’ deep understanding of concepts is linked to effective instruction and student learning (e.g., Charalambous, 2010; Copur-Gencturk, 2015; Hill et al., 2008; Kersting et al., 2012; Tchoshanov, 2011).”
- The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers' Knowledge and Instruction (2015, background): “Fundamental to this issue is the substantial variation in what is considered teachers’ mathematical knowledge (cf. Carpenter, Fennema, Peterson, Chiang, & Loef, 1989; Hill, Ball, & Schilling, 2008; Kersting, Givvin, Thompson, Santagata, & Stigler, 2012; Leinhardt & Smith, 1985; Ma, 1999; Marks, 1990”
- Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning (2019, background): “2011; Tchoshanov 2011), national tests (Metzler and Woessmann 2010), researcher-developed tests following state standards (Baumert et al.”
- Teaching and Learning About Whole Numbers in Primary School (2016, methodology): “This type requires thinking for generalization of mathematical statements, designing mathematical models, making and testing conjectures, and proving theorems (Tchoshanov 2011, p. 148).”