Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions.
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| Title: | Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions. |
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| Authors: | Ko, Inah1 (AUTHOR) inahko@umich.edu, Herbst, Patricio2 (AUTHOR) pgherbst@umich.edu, Shultz, Mollee3 (AUTHOR) mshultz@psesd.org |
| Source: | Journal of Mathematics Teacher Education. Dec2024, Vol. 27 Issue 6, p1055-1082. 28p. |
| Subject Terms: | *High school teachers, *Mathematics education (Higher), *College teachers, *Mathematics education, *Institutional environment |
| Abstract: | This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics. Using an instrument that measures instructors' recognition of four hypothesized professional obligations, we surveyed 471 US high school mathematics teachers and 239 university mathematics instructors to measure the extent to which they recognized professional obligations when evaluating the appropriateness of certain instructional actions. After testing measurement invariance of four item sets, each of which measures one of the four hypothesized professional obligations—disciplinary, institutional, interpersonal, and individual obligations-, we compared the instructors' recognition of each of the four obligations between the two groups. We found that university instructors recognized the institutional obligation more than high school teachers, while recognizing the individual and interpersonal obligations significantly less. This investigation provides insight into the variation in the nature of mathematics teaching practice across different levels of schooling. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181461550 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ko%2C+Inah%22">Ko, Inah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> inahko@umich.edu</i><br /><searchLink fieldCode="AR" term="%22Herbst%2C+Patricio%22">Herbst, Patricio</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> pgherbst@umich.edu</i><br /><searchLink fieldCode="AR" term="%22Shultz%2C+Mollee%22">Shultz, Mollee</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> mshultz@psesd.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Dec2024, Vol. 27 Issue 6, p1055-1082. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education+%28Higher%29%22">Mathematics education (Higher)</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Institutional+environment%22">Institutional environment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics. Using an instrument that measures instructors' recognition of four hypothesized professional obligations, we surveyed 471 US high school mathematics teachers and 239 university mathematics instructors to measure the extent to which they recognized professional obligations when evaluating the appropriateness of certain instructional actions. After testing measurement invariance of four item sets, each of which measures one of the four hypothesized professional obligations—disciplinary, institutional, interpersonal, and individual obligations-, we compared the instructors' recognition of each of the four obligations between the two groups. We found that university instructors recognized the institutional obligation more than high school teachers, while recognizing the individual and interpersonal obligations significantly less. This investigation provides insight into the variation in the nature of mathematics teaching practice across different levels of schooling. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181461550 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-023-09595-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1055 Subjects: – SubjectFull: High school teachers Type: general – SubjectFull: Mathematics education (Higher) Type: general – SubjectFull: College teachers Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Institutional environment Type: general Titles: – TitleFull: Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ko, Inah – PersonEntity: Name: NameFull: Herbst, Patricio – PersonEntity: Name: NameFull: Shultz, Mollee IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 27 – Type: issue Value: 6 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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