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Mathematics Teachers’ Knowledge and Productive Disposition for Teaching: A Framework and Measure

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Research Advances in the Mathematical Education of Pre-service Elementary Teachers

Part of the book series: ICME-13 Monographs ((ICME13Mo))

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Abstract

Mathematics teacher education aims both to increase knowledge (cognitive constructs) and to instill productive disposition (affect-related constructs) for teaching mathematics. Prospective teachers’ knowledge and productive disposition are theoretically intertwined and together make up Mathematical Proficiency for Teaching (MPT) . Although both aspects of MPT represent simultaneous goals in university classes, most research has focused on one kind of outcome or the other, and those studies that address both often use separate, disconnected measures. In this chapter we discuss the MPT framework and describe a novel MPT survey that simultaneously measures pedagogical content knowledge (i.e., knowledge) and teaching self-efficacy and motivation beliefs (i.e., productive disposition) for teaching the topic of multidigit addition and subtraction. We describe our use of the survey measure to investigate how one methods (pedagogy) class contributed to elementary teachers’ MPT for this topic. Our results from a cross-sectional study and a longitudinal follow-up show the survey measure is psychometrically well-behaved, measures substantially different constructs in spite of a narrow content focus, and characterizes strengths and limitations of the specific methods class in question. Implications for research and theory are discussed.

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Authors and Affiliations

  1. Indiana University, Bloomington, IN, USA

    Erik Jacobson, Fetiye Aydeniz, Michael Daiga & Erol Uzan

  2. University of Southern Indiana, Evansville, IN, USA

    Mark Creager

Authors
  1. Erik Jacobson
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  2. Fetiye Aydeniz
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  3. Mark Creager
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  4. Michael Daiga
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  5. Erol Uzan
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Correspondence to Erik Jacobson .

Editor information

Editors and Affiliations

  1. Department of Education, University of Oxford, Oxford, United Kingdom

    Gabriel J. Stylianides

  2. Graduate School of Education, Utsunomiya University, Utsunomiya, Tochigi, Japan

    Keiko Hino

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Jacobson, E., Aydeniz, F., Creager, M., Daiga, M., Uzan, E. (2018). Mathematics Teachers’ Knowledge and Productive Disposition for Teaching: A Framework and Measure . In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_13

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  • DOI: https://doi.org/10.1007/978-3-319-68342-3_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-68341-6

  • Online ISBN: 978-3-319-68342-3

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