TY - JOUR
T1 - Contribution of teacher knowledge to student knowledge of mathematics / Contribución del conocimiento del profesor al conocimiento del alumno en matemáticas
AU - OLFOS AYARZA, RAIMUNDO ANGEL
AU - Rodríguez, Palmenia
N1 - Publisher Copyright:
© 2019 Fundacion Infancia y Aprendizaje
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2019
Y1 - 2019
N2 - The aim of this study is to establish to what extent teachers' knowledge, in association with school socioeconomic level, students' previous knowledge and level of mathematical knowledge achieved in school contribute to the knowledge that fourth-grade students reach in conceptualizing fractions. Information was obtained from 328 fourth-grade students of nine schools and their respective mathematics teachers. The results show that the 77% of variability observed in the conceptualization of fractions could be attributed to student-level variables, while the remaining 23% would be attributable to school-level variables. On the other hand, 38% of the intra-school variance could be explained by students' previous knowledge, and virtually all the between-schools variance would be explained by the academic level of the school or, in 32% of cases, by the socioeconomic status of the school. Teacher knowledge, alone or in combination with other factors, accounts for about 10%, with a significance of 10%.
AB - The aim of this study is to establish to what extent teachers' knowledge, in association with school socioeconomic level, students' previous knowledge and level of mathematical knowledge achieved in school contribute to the knowledge that fourth-grade students reach in conceptualizing fractions. Information was obtained from 328 fourth-grade students of nine schools and their respective mathematics teachers. The results show that the 77% of variability observed in the conceptualization of fractions could be attributed to student-level variables, while the remaining 23% would be attributable to school-level variables. On the other hand, 38% of the intra-school variance could be explained by students' previous knowledge, and virtually all the between-schools variance would be explained by the academic level of the school or, in 32% of cases, by the socioeconomic status of the school. Teacher knowledge, alone or in combination with other factors, accounts for about 10%, with a significance of 10%.
KW - Fractions
KW - Multilevel analysis
KW - Teacher knowledge
UR - http://www.scopus.com/inward/record.url?scp=85072168183&partnerID=8YFLogxK
U2 - 10.1080/11356405.2019.1630956
DO - 10.1080/11356405.2019.1630956
M3 - Article
AN - SCOPUS:85072168183
VL - 31
SP - 509
EP - 541
JO - Cultura y Educacion
JF - Cultura y Educacion
SN - 1135-6405
IS - 3
ER -