Header

UZH-Logo

Maintenance Infos

The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics


Staub, Fritz C; Stern, E (2002). The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94(2):344-355.

Abstract

In a longitudinal study of 496 students in 27 self-contained German elementary school classrooms, performance in mathematical word problems and arithmetic tasks was measured at the end of Grades 2 and 3. A questionnaire was used to assess the degree to which teachers' pedagogical content beliefs in elementary mathematics reflect a cognitive constructivist orientation, rather than an associationist or direct-transmission view of learning and teaching. Our findings show that a cognitive constructivist orientation was associated with larger achievement gains in mathematical word problems. Moreover, teachers with a direct transmission view were not more successful than teachers with a cognitive constructivist orientation in fostering students' computational proficiency.

Abstract

In a longitudinal study of 496 students in 27 self-contained German elementary school classrooms, performance in mathematical word problems and arithmetic tasks was measured at the end of Grades 2 and 3. A questionnaire was used to assess the degree to which teachers' pedagogical content beliefs in elementary mathematics reflect a cognitive constructivist orientation, rather than an associationist or direct-transmission view of learning and teaching. Our findings show that a cognitive constructivist orientation was associated with larger achievement gains in mathematical word problems. Moreover, teachers with a direct transmission view were not more successful than teachers with a cognitive constructivist orientation in fostering students' computational proficiency.

Statistics

Citations

109 citations in Web of Science®
110 citations in Scopus®
Google Scholar™

Altmetrics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2002
Deposited On:07 Jan 2015 11:24
Last Modified:08 Dec 2017 09:31
Publisher:American Psychological Association
ISSN:0022-0663
Publisher DOI:https://doi.org/10.1037/0022-0663.94.2.344
Related URLs:http://psycnet.apa.org/psycinfo/2002-13338-010

Download

Full text not available from this repository.
View at publisher