Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice

Item

Title

Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice

Abstract/Description

This article provides a longitudinal examination of how changes in more than 200 middle-grades mathematics teachers’ instructional practices related to their (a) mathematical knowledge for teaching (MKT) and (b) instructional vision. Results of this multilevel regression analysis suggest that MKT and instructional vision are related to instruction in different ways. On average, MKT scores were positively related to the current year’s quality of instruction but not to growth, whereas instructional vision was positively related to growth in instructional quality. Additionally, the analyses revealed different patterns of change depending on teachers’ instructional vision and practice at the outset of the study.

Author/creator

Munter, Charles

Correnti, Richard

Date

2017

In publication

American Journal of Education

Volume

123

Issue

2

Pages

171-202

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0195-6744

DOI

10.1086/689928

URL

Official Publisher's Webpage (The University of Chicago Press Journals)

Citation

Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928

Cited in

Classroom Teaching and Learning as the Focus for Improvement Research

Item sets

Handbook Chapter 7 Citations

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