This study examines the association between mathematical knowledge for teaching and instructional quality in a sample of first-year elementary school teachers. Ten teachers completed the mathematical knowledge for teaching (MKT) survey at the end of teacher preparation. Three mathematics lessons taught during their first year of teaching were videotaped and scored using the Mathematical Quality of Instruction. Findings replicate prior studies that were conducted with more experienced teachers. A strong, positive and statistically significant association was found between teacher knowledge and the mathematics is clear and not distorted dimension of instructional quality. In addition, associations of moderate strength were found between MKT and other dimensions of instructional quality centered on the mathematics taught in the lesson. Analyses also revealed individual differences among teachers and raised the question of what other factors might impact instructional quality. Three cases studies highlight the role of lesson design, mathematics tasks, and participation structures that support or inhibit instructional quality and the use of knowledge during teaching. Conclusions suggest that preparation and induction programs should include a focus on individual teachers’ mathematical knowledge for teaching, the development of a student-centered vision of mathematics instruction, and tailored support during the first year of teaching.

这项研究在一年级小学教师样本中研究了用于教学的数学知识与教学质量之间的关联。在教师准备结束时，十名教师完成了教学数学知识（MKT）调查。在教学的第一年中，对三个数学课程进行了录像，并使用“数学教学质量”进行了评分。研究结果重复了以前由经验更丰富的老师进行的研究。在教师知识与数学之间发现了牢固，积极且在统计上显着的联系，数学是清晰且没有失真的教学质量的维度。此外，在本课程中，以数学为中心，在MKT和其他教学质量维度之间发现了中等强度的关联。分析还揭示了教师之间的个体差异，并提出了其他因素可能会影响教学质量的问题。三个案例研究突出了课程设计，数学任务和参与结构（在教学过程中支持或抑制教学质量和知识使用）的作用。结论表明，准备和归纳计划应包括针对教师个人的数学知识进行教学，发展以学生为中心的数学教学观，以及在教学的第一年提供量身定制的支持。