A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement

Abstract

Teachers' content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers'-who teach in high-poverty urban schools-professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students' math achievement. Hierarchical linear modeling (HLM) results indicated that although students' prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers' MKT and holding a bachelor's degree in mathematics had significant positive effects on students' math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers' mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers' mathematical knowledge for teaching, especially for urban school teachers.

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

“…This study shows that most senior and experienced mathematics teachers may exchange their experiences, increasing their PCK level. When compared to novice teachers, experienced teachers are more likely to use more instructional approaches in response to student performance cues (Ekmekci et al, 2019). Furthermore, according to the findings, prospective teachers have fewer PCK than inservice teachers (Yilmaz & Demir, 2021).…”

“…In practise, there was considerable variation in the PCK level for teachers depending on their educational background, which influenced the PCK level. Possessing a bachelor's degree in mathematics was one of the teacher-level characteristics that had a significant and direct influence on students' mathematics success (Ekmekci et al, 2019). This discovery is even more noteworthy considering that only a small percentage of the teachers had a mathematics degree.…”

“…Beliefs have been shown to influence learning processes, making them relevant in the preparation of pre-service mathematics instructors in terms of the PCK provided in university-level mathematics didactics courses (Manderfeld & Siller, 2019). Another study stated that teachers' content knowledge and beliefs about TnL are important elements in effective teaching and, as a result, in student achievement (Ekmekci et al, 2019).…”

“…The results of the study detailing professional development showed a good effect on PCK. For instance, professional development programs (Ekmekci et al, 2019;Hidayat & Setyawan, 2020;Maboya et al, 2022;Sarkim, 2020), content-focused professional development (Richter et al, 2021), model/ professional training/ teacher training/ collaboration programs (Gambini & Lenart, 2021;Jeschke et al, 2021;Kurt-Birel et al, 2020;Manderfeld & Siller, 2019;Saputra et al, 2019;Sunzuma & Maharaj, 2019;Tang, 2018;Yildiz & Akyuz, 2019;Yilmaz & Demir, 2021), seminar/ workshops/ in-service training (Ansah et al, 2020;Chang et al, 2020;Kurt-Birel et al, 2020;Moh' d et al, 2021), educational course/ pedagogy course (Lau, 2019;Lee et al, 2018), school based continuous professional development/ on-site professional training (lesson study) (Helmbold et al, 2021;Mhakure, 2019), structured interventions/ professional learning workshops (Hilton & Hilton, 2018), regular meetings (Taylan et al, 2022), microteaching course/ microteaching/ teaching practicums (Setyaningrum et al, 2018) and a two-week summer institute (Schoen et al, 2019) were implemented to enhance mathematics teachers' PCK level effectively. Notably, terms such as model, professional training, teacher training and collaboration program were frequently used to represent professional development in most of the studies.…”

“…Tang (2018) further stressed that educational leadership and management significantly impact the PCK of mathematics teachers, which has become a primary indication and a key success factor in achieving mathematics teachers' vision. Furthermore, Ekmekci et al (2019) emphasized 10 that school districts should provide chances for mathematics teachers to enhance their PCK by various methods, such as providing opportunities to participate in professional development programs focused on mathematical PCK. If continuous professional development is school-based, it is the schools' responsibility to create a favorable environment for teachers' professional learning in the form of mechanisms that promote instructional change on an organizational level (Mhakure, 2019).…”