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The sources of teachers' knowledge of instructional materials
Citation
Fan, L. (1999). The sources of teachers' knowledge of instructional materials. The Mathematics Educator, 4(2), 42-69. https://math.nie.edu.sg/ame/matheduc/journal/v4_2/v42_42.aspx
Author
Fan, Lianghuo
Abstract
This study investigated how teachers develop their knowledge of instructional materials. The research data were collected from 77 mathematics teachers in three best high schools in the metropolitan area of Chicago, U. S. through a questionnaire survey, classroom observation and teacher interview. The findings of this study reveal that there are various sources by which teachers can develop their knowledge of instructional materials. Overall, teachers' own teaching experience and reflection, and their daily exchanges with their colleagues are the most important sources; teachers' attending organized professional activities, in-service training, and experience as school students are the secondarily important sources; and their reading professional journals and books, and preservice training are the least important ones. Statistically, the contributions of those three kinds of sources to the development of teachers' knowledge of instructional materials are significantly different.
Date Issued
1999
Publisher
Association of Mathematics Educators
Journal
The Mathematics Educator