Peterson, Fennema, Carpenter, & Loef (1989)

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Teachers' Pedagogical Content Beliefs in Mathematics

Abstract

This study examined relationships among first-grade teachers' pedagogical content beliefs, teachers' pedagogical content knowledge, and students' achievement in mathematics. Teachers (N = 39) completed structured questionnaires and interviews on their beliefs and knowledge about instruction, children's learning, and the mathematics content in addition and subtraction. Results indicated significant positive relationships among teachers' beliefs, knowledge, and students' problem-solving achievement. Compared to teachers with a less cognitively based perspective (LCB teachers), teachers with a more cognitively based perspective (CB teachers) made extensive use of word problems in introducing and teaching addition and subtraction. They also spent time developing children's counting strategies before teaching number facts. CB teachers had greater knowledge of word-problem types and greater knowledge of their children's problem-solving strategies than did LCB teachers. Furthermore, CB teachers obtained this latter knowledge by observing their children in problems situations rather than by relying on tests or formal assessments. Children with CB teachers scored higher on word problem-solving achievement than did children with LCB teachers, but children from both types of classes did equally well on addition/subtraction number facts.

Corrolary

APA
Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers' pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40. doi:10.1207/s1532690xci0601_1
BibTeX
@article{Peterson1989,
abstract = {This study examined relationships among first-grade teachers' pedagogical content beliefs, teachers' pedagogical content knowledge, and students' achievement in mathematics. Teachers (N = 39) completed structured questionnaires and interviews on their beliefs and knowledge about instruction, children's learning, and the mathematics content in addition and subtraction. Results indicated significant positive relationships among teachers' beliefs, knowledge, and students' problem-solving achievement. Compared to teachers with a less cognitively based perspective (LCB teachers), teachers with a more cognitively based perspective (CB teachers) made extensive use of word problems in introducing and teaching addition and subtraction. They also spent time developing children's counting strategies before teaching number facts. CB teachers had greater knowledge of word-problem types and greater knowledge of their children's problem-solving strategies than did LCB teachers. Furthermore, CB teachers obtained this latter knowledge by observing their children in problems situations rather than by relying on tests or formal assessments. Children with CB teachers scored higher on word problem-solving achievement than did children with LCB teachers, but children from both types of classes did equally well on addition/subtraction number facts.},
author = {Peterson, Penelope L. and Fennema, Elizabeth and Carpenter, Thomas P. and Loef, Megan},
doi = {10.1207/s1532690xci0601\_1},
journal = {Cognition and Instruction},
number = {1},
pages = {1--40},
title = {{Teachers' pedagogical content beliefs in mathematics}},
url = {http://www.jstor.org/stable/3233461},
volume = {6},
year = {1989}