1.In what major testable ways are teachers own mathematical knowledge related to student achievement gains? What is a potential flaw with these tests?
2.Different studies reach different conclusions about the importance of teacher certification.Does teacher certification in mathematics improve students mathematical achievement?Might teacher certification improve students achievement in general?Explain the biases and limitations of your answer.
3.Examine Table 1.Teacher-student performance has been best documented for what age group?Why might this be the case and what limitations might these studies have?
4.Are teachers with college mathematics degrees more qualified high school math teachers?Middle school math teachers?
5.Why is it difficult to determine the mathematical integrity of the exam questions and the relevance to the questions to teaching?
6.What kinds of studies could be done to better understand the relationship between teachers mathematical knowledge and students understanding?
7.Why is it important for teachers to understand mathematics several levels above and below the one they teach?Have your teachers had this kind of knowledge?
8.Why is it important to have induction and/or mentoring programs?
9.How does teaching elementary school math, middle school math, and high school math differ?Do the teachers need different qualities that will make them effective? How did your math teachers change?
10.What controls do high quality studies use, how might they manipulate data for these factors, and why is it important to use these controls?(Hint: look at the tables)
