Skip to main navigation menu Skip to main content Skip to site footer
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 12 No. 2 (2009): Julio

TEACHER KNOWLEDGE AND TEACHING IN PANAMA AND COSTA RICA: A COMPARATIVE STUDY IN PRIMARY AND SECONDARY EDUCATION

Submitted
May 16, 2024
Published
2009-04-30

Abstract

This study examines the relationship between mathematical knowledge for teaching, the preparation of and classroom practices of third and seventh grade teachers in Panama and Costa Rica. Mathematical content and pedagogical knowledge are measured with an instrument that includes three levels: basic content, advanced content and content situated in the teaching learning context. The quality of teacher practice was evaluated via a rubric applied to videotaped lessons. In Panama and Costa Rica, responses to questions designed to measure specialized knowledge for teaching and evaluation of the teacher practice revealed deficiencies in this critical domain. In addition, some significant relationships were found between each of these aspects of teacher knowledge and characteristics of the teachers.

References

  1. Ball, D. L. & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiples perspectives on the teaching and learning of mathematics. Westport, CT: Ablex.
  2. Ball. D. L., Hill, H., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, Fall 2005, 14-22.
  3. Carnoy, M., with A. Gove & J.H. Marshall (2007). Cuba's academic advantage: Why students in Cuba do better in school. Stanford University Press.
  4. Carnoy, M., Luschei, T., Marshall, J., Naranjo, B., & Sorto, A. (2007a). Improving Panama's education system for the Twenty-first Century." Unpublished Manuscript, University of Pennsylvania.
  5. Carnoy, M., Luschei, T., Marshall, J., Naranjo, B., & Sorto, A. (2007b). Improving Panama and Costa Rica's education system for the Twenty-first Century economy and society: A comparative study. Unpublished Manuscript, University of Pennsylvania.
  6. Conference Board of the Mathematical Sciences. (2001). The mathematical education of teachers. Providence, R. I. and Washington, D. C.: American Mathematical Society and Mathematical Association of America.
  7. Hill, H. & Ball, D. L(2004) Learning mathematics for teaching: Results from California's mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351.
  8. Hil, H., Rowan, B., & Ball, D.L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406.
  9. Hill, H., Ball, D. L., & Schilling S. G. (2008). Unpacking pedagogical content knowledge: conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
  10. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it Up: Helping Children learn mathematics. Washington DC: National Academy Press.
  11. Learning Mathematics for Teaching (LMT) (2006). Measures of teachers' knowledge for teaching mathematics. Ann Arbor.
  12. MI: Author. Retrieved February 23, 2009, from University of Michigan, LMT Project Web site: www.sitemaker.umich.edu/lmt
  13. Ma., L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, N.J.: Lawrence Erlbaum Associates.
  14. Marshall, J.H. and M.A. Sorto. Teaching What You Know or Knowing How to Teach? The Effects of Different Forms of Teacher Mathematics Knowledge on Student Achievement in Rural Guatemala. Harvard Educational Review. Unpublished manuscript
  15. Ramos, A. B. y Font, V. (2008). Criterios de idoneidad y valoración de cambios en el proceso de instrucción matemática. Revista Latinoamericana de Investigación en Matemática Educativa. 11(2), 233-265.
  16. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
  17. Stein, M.K., Smith, M.S., Henningsen, M.A. & Silver, E.A. (2000). Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development. New York: Teachers College Press.
  18. UMCE (2004). Factores asociados al rendimiento académico de los alumnos de la educación primaría en Honduras 2002. (Factors associated with primary school academic achievement in Honduras 2002). Published by UMCE project. Tegucigalpa, Honduras.
  19. UNESCO (2002). Estudio cualitativo de escuelas con resultados destacables in seite paises latinoamericanos. Santiago, Chile: Author.
  20. UNESCO (2008). Segundo Estudio Regional Comparativo y Explicativo. Retrieved February 29, 2009, from the United Nations Educational Scientific and Cultural Organization Web site: http://unesdoc.unesco.org/images/0016/001606/1606595.pdf.

Downloads

Download data is not yet available.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.