Relationships between teachers' background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study

Relationships between teachers' background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study

• Fung, Dennis The University of Hong Kong
• Kutnick, Peter The University of Hong Kong
• Mok, Ida The University of Hong Kong
• Leung, Frederick The University of Hong Kong
• Lee, Betty Pok Yee The University of Hong Kong
• Mai, Yee Yan Hong Kong Jockey Club
• Tyler, Matthew Telford Research Triangle High School, Durham, N.C., USA

International Journal of Educational Research, 81, 119-130, 2017

Elsevier Sci. Ltd.

2017

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCC 教學方法與效果
• Q 教育體系與各級學校
  • QC 小學教育
• Q 教育體系與各級學校
  • QJ 個別教育機構、院校、研究機構等，如各大學

Hong Kong Mathematics Subject Matter Knowledge Pedagogic Efficacy Performance of Mathematical Operations Teacher Background

• Hong Kong

• 1997.7 onwards

• 小學教育

This study investigates how teacher background, subject knowledge and pedagogic efficacy affect Grade 4 children's (aged 9-10) mathematical achievement in 10 primary schools in Hong Kong. Mathematics teachers were selected for their strong commitment to teaching mathematics and their pupils' consistently high international mathematics performance. Teacher measures (i.e. level of mathematics education, teaching experience, mathematics subject knowledge, performance in mathematical operations and pedagogic efficacy) were checked for factor consistency and assessed against age-appropriate pupil mathematical achievement. The results showed that teachers were secure in their subject knowledge, and that such knowledge was related to their performance of mathematical operations, but it was high levels of pedagogic efficacy and the ability to perform age-appropriate mathematics operations (rather than subject knowledge) that positively affected their pupils' achievement. These findings contradict ongoing international calls for the enhancement of primary school teachers' mathematical subject knowledge, as they show pedagogic efficacy to be more strongly associated with pupil achievement.
[Copyright of International Journal of Educational Research is the property of Elsevier Ltd.]

• 英文

期刊論文

• 08830355

• 10.1016/j.fier.2016.11.003

https://bibliography.lib.eduhk.hk/tc/bibs/694d345e

2018-05-10