Long-Term Relationships Between Mathematics Instructional Time During Teacher Preparation and Specialized Content Knowledge

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  • 1 University of Delaware
  • | 2 Montclair State University, NJ

We investigated how the time elementary preservice teachers (PSTs) spent studying certain mathematics topics during teacher education coursework was related to performance on teaching-related tasks administered after graduation. In two studies, participants completed tasks assessing their specialized content knowledge (SCK) for teaching 12 mathematical topics addressed to varying degrees in the preparation program. We found that instructional time was positively associated with SCK demonstrated both immediately postgraduation and 2 years later. Several possible confounding factors were assessed; one, entering PSTs’ average SCK for topics, appeared to influence the relationship. Accounting for professional learning postgraduation, such as attending professional development, did not change the underlying relationship. Considering these findings, we identify policy implications for the mathematics curriculum of PST education.

Notes

Preparation of this article was supported by the National Science Foundation (Grant No. DRL-1420578). The opinions expressed in the article are those of the authors and not necessarily those of the Foundation. The authors gratefully acknowledge the assistance of Dawn Berk, PI of the grant project, during the design and management of this project; Henry May and Joe Glutting for consultations regarding statistical methodology; and the mathematics education faculty and doctoral students at the University of Delaware for feedback throughout the project.

Contributor Notes

Julien Corven, School of Education, University of Delaware, Newark, DE 19716; jcorven@udel.edu

Joseph DiNapoli, Department of Mathematics, Montclair State University, Montclair, NJ 07043; dinapolij@montclair.edu

Laura Willoughby, School of Education, University of Delaware, Newark, DE 19716; lwilloug@udel.edu

James Hiebert, School of Education, University of Delaware, Newark, DE 19716; hiebert@udel.edu

Journal for Research in Mathematics Education
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