Examining Relations Between Mathematics Teachers ' Instructional Vision , Knowledge , and Change in Practice

Abstract: For many years, the bulk of research on mathematics teacher learning has consisted of small-scale qualitative studies. While this work has made significant advances in identifying and explicating instructional practices that have the potential for affording all students equitable access to high-quality classroom learning opportunities, what teacher learning and improvement looks like across large numbers of teachers over time is still insufficiently understood. This report contributes to meeting that need with a longitudinal examination of how changes in more than 200 middle grades mathematics teachers' instructional practice related to their (a) mathematical knowledge for teaching (MKT) and (b) instructional vision. Results of this multi-level regression analysis suggest that MKT and instructional vision are related to instruction in different ways. On average, MKT scores were positively related to the current year's quality of instruction, but not growth, while instructional vision scores were positively related to growth in instructional quality. Additionally, the analyses revealed different patterns of change, depending on teachers' instructional vision and practice at the outset of the study.