Developing effective mathematics teaching: Assessing content and pedagogical knowledge, student-centered teaching, and student engagement

Abstract

The Mathematics Teacher Transformation Institutes (MTTI) program attempts to develop math teacher leaders in part by providing content, inquiry and leadership courses aimed at making them more effective teachers. We assessed progress by observing teacher leaders' teaching practices, and encouraging them to introduce or extend studentcentered pedagogy in their classrooms. We found there was little relationship between our measures of mathematics content knowledge and student-centered pedagogy. But teachers who employed student-centered pedagogy tended to have more highly-engaged math students in their classrooms. © The Author(s) & Dept. of Mathematical Sciences-The University of Montana.