The Impact of Teacher Content Knowledge in Mathematics and Teacher Efficacy on Fifth Graders' Achievement in Mathematics

Abstract

The purpose of this research project was to evaluate fifth grade teacher mathematical content knowledge, compare that mathematical content knowledge to efficacy in teaching the new rigorous mathematical standards, and to ascertain if these two factors played a role in student achievement. Quantitative results were derived from student assessment data, as well as assessment data acquired from results of an assessment administered to students and used to assess teachers. Qualitative data consisted of results taken from a survey, which measured teacher efficacy level in teaching the current mathematical standards. Based on the analysis of these data, there was no consistent evidence that teacher mathematical content knowledge and teacher efficacy in teaching mathematical standards impacted student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]