Date of Conferral

1-1-2021

Degree

Ph.D.

School

Education

Advisor

John Harrison

Abstract

Students' performance in national assessments of mathematics at Grades 2, 4, and 6 has been a cause for concern in the Eastern Caribbean. Researchers have called for studies to focus on primary mathematics teachers' pedagogies rather than on laptops and curriculum; however, it is unclear how primary mathematics teachers' pedagogical knowledge influences these student’s achievement. The purpose of this quantitative study was to investigate the relationship between primary mathematics teachers' pedagogical content knowledge (mathematical knowledge for teaching, quality of instruction, and pedagogical qualifications) and student achievement, measured by national assessment scores in Grenada, controlling for teachers’ age, gender, and experience. Ball and colleagues' concept of mathematical knowledge framed this study. The sample comprised 77 teachers. An ordinary least squares regression tested the hypotheses. A statistically significant relationship between the overall pedagogical content knowledge and student achievement with controls, was noted. However, when student achievement was regressed onto each independent variable individually, significance was found only with mathematical knowledge for teaching. The findings could be used by administrators, policymakers, and teachers to develop and improve mathematics teachers’ pedagogies through professional development, ultimately improving student performance and creating social change.

Download

Share

 
COinS