The Significance of Teachers’ Mathematical Knowledge for Teaching and Their Math Background on Students’ Math Achievement

Research suggests that teachers’ content and pedagogical knowledge and educational beliefs about teaching and learning are among the key factors for effective teaching. This study explores the extent to which K-12 Houston Independent School District (HISD) math teachers develop more adaptive educational beliefs about math teaching and knowledge and increase their mathematical knowledge for teaching (MKT) through their participation in the Rice University School Mathematics Project’s (RUSMP) summer campus program (SCP). This study also examines the effects of teachers’ professional background, educational beliefs and MKT on students’ math achievement. Findings indicate that teachers significantly developed more adaptive educational beliefs and increased their MKT after successful completion of the RUSMP SCP. Results also indicate that although students’ prior math achievement was the strongest predictor of subsequent math achievement, teachers’ MKT and holding a bachelor’s degree in mathematics had a significant effect on students’ math achievement. Results provide support for the RUSMP model of professional development (PD) in developing adaptive math teaching beliefs and increasing MKT, which in turn, have a positive effect on students’ math achievement.