Task Potential in Relation to Teaching Quality and Teacher Competence in Secondary Mathematics Classrooms
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| Title: | Task Potential in Relation to Teaching Quality and Teacher Competence in Secondary Mathematics Classrooms |
|---|---|
| Language: | English |
| Authors: | Ann-Kristin Glegola, Armin Jentsch, Natalie Ross, Johannes König (ORCID |
| Source: | ZDM: Mathematics Education. 2024 56(5):997-1009. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Mathematics, Secondary School Students, Secondary School Teachers, Mathematics Instruction, Mathematics Teachers, Teacher Competencies, Teacher Effectiveness, Developmental Tasks, Lesson Plans, Curriculum Implementation, Curriculum Development, Mathematics Achievement |
| DOI: | 10.1007/s11858-024-01596-6 |
| ISSN: | 1863-9690 1863-9704 |
| Abstract: | The potential of tasks to foster mathematical learning and understanding is an important aspect of instruction and their implementation in teaching is thus often viewed to be positively related to the quality of instruction. Both the selection of tasks as well as their implementation in the classroom depend on many factors, with teachers' knowledge and skills as one of the most important ones. The present study aims to analyze the relations between different aspects of task potential, the quality of instruction, and teachers' competence in order to investigate whether task potential can be seen as an indicator for teaching quality, for teacher competence, or as an independent construct in models of educational effectiveness. To this end, we draw on data from the TEDS-Validate study, namely tests of mathematics teachers' competence (n = 31) observations in their classrooms (n = 60), and an in-depth analysis of all tasks used in the respective lessons (n = 2490). Multiple regression analysis suggests that while some facets of task potential are related to either teaching quality or teacher competence, the potential of tasks emerges as an independent construct with some characteristics predicting the teaching quality of the respective lessons. Implications of these results for the role of tasks in educational effectiveness research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443812 |
| Database: | ERIC |
| Abstract: | The potential of tasks to foster mathematical learning and understanding is an important aspect of instruction and their implementation in teaching is thus often viewed to be positively related to the quality of instruction. Both the selection of tasks as well as their implementation in the classroom depend on many factors, with teachers' knowledge and skills as one of the most important ones. The present study aims to analyze the relations between different aspects of task potential, the quality of instruction, and teachers' competence in order to investigate whether task potential can be seen as an indicator for teaching quality, for teacher competence, or as an independent construct in models of educational effectiveness. To this end, we draw on data from the TEDS-Validate study, namely tests of mathematics teachers' competence (n = 31) observations in their classrooms (n = 60), and an in-depth analysis of all tasks used in the respective lessons (n = 2490). Multiple regression analysis suggests that while some facets of task potential are related to either teaching quality or teacher competence, the potential of tasks emerges as an independent construct with some characteristics predicting the teaching quality of the respective lessons. Implications of these results for the role of tasks in educational effectiveness research are discussed. |
|---|---|
| ISSN: | 1863-9690 1863-9704 |
| DOI: | 10.1007/s11858-024-01596-6 |
