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This study examines how K-8 mathematics teachers’ professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) influence students’ math achievement in high-poverty urban schools. Hierarchical linear modeling shows students’ prior achievement is most predictive, while teachers’ MKT and holding a bachelor’s degree in mathematics significantly improve students’ later math achievement, informing targeted professional development and education policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-multilevel-analysis-of-the-impact-of-teachers-beliefs-and-mathematical-knowledge-for-teaching-on-students-mathematics-achievement-article-4/593889/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-multilevel-analysis-of-the-impact-of-teachers-beliefs-and-mathematical-knowledge-for-teaching-on-students-mathematics-achievement-article-4/593889.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors does the study examine regarding teacher influence?","Question",{"text":112,"@type":113},"The study focuses on K-8 teachers’ professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) as predictors of students’ math achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method is used to analyze the relationships?",{"text":117,"@type":113},"The study uses hierarchical linear modeling (HLM) to estimate how teacher factors relate to students’ subsequent mathematics achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"Which findings are strongest for predicting students’ math achievement?",{"text":121,"@type":113},"Students’ prior mathematics achievement is the most determining factor, while teachers’ MKT and having a bachelor’s degree in mathematics show significant positive effects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593889,1792162389,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44  Issue 12 | Article 4 |\n| --- | --- |\n| 2019\u003Cbr>A Multilevel Analysis of the Impact of Teachers’Beliefs and Mathematical Knowledge for Teaching on Students’Mathematics Achievement\u003Cbr>Adem Ekmekci\u003Cbr>Rice University, [ekmekci@rice.edu](ekmekci@rice.edu)\u003Cbr>Danya M. Corkin\u003Cbr>University of Houston-Downtown, [corkind@uhd.edu](corkind@uhd.edu)\u003Cbr>Weihua Fan\u003Cbr>University of Houston, wfan@Central. UH. EDU\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nEkmekci, A., Corkin, D. M., & Fan, W. (2019) . A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement. Australian Journal of Teacher Education, 44(12) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss12/4](https://ro.ecu.edu.au/ajte/vol44/iss12/4)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss12/4](https://ro.ecu.edu.au/ajte/vol44/iss12/4)  \nA Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement  \nAdem Ekmekci  \nRice University, United States of America  \nDanya M. Corkin  \nUniversity of Houston-Downtown, United States of America  \nWeihua Fan  \nUniversity of Houston, United States of America  \nAbstract: Teachers’ content knowledge and beliefs about teaching and  \nlearning are among the key factors for effective teaching and, in turn,  \nfor student achievement-related outcomes. This study explores the  \nextent to which K-8 math teachers’—who teach in high-poverty urban  \nschools—professional background, motivational beliefs, and  \nmathematical knowledge for teaching (MKT) have an impact on  \nstudents’math achievement. Hierarchical linear modeling (HLM)  \nresults indicated that although students’prior mathematics  \nachievement was the most determining factor of their subsequent math  \nachievement, teachers’MKT and holding a bachelor’s degree in  \nmathematics had significant positive effects on students’ math  \nachievement. Results provide support for professional development  \n(PD) to focus on improving mathematics teachers ’ mathematical  \nknowledge for teaching. Results may also have implications for  \neducation policies at both the district and state level for teacher  \nincentives to further develop teachers’mathematical knowledge for  \nteaching, especially for urban school teachers.  \nIntroduction  \nBeing in the forefront of education, teachers are the most important key players in students’ educational outcomes. We are in a time when concerns over teacher quality have increased both nationally and internationally (Darling-Hammond, 2017; Hanushek, 2014; Leigh & Ryan, 2008; Rowe, 2003), which makes it crucial to consider the effects of teachers’ beliefs and knowledge on effective instruction (Akay & Boz, 2010; De Mesquita & Drake, 1994; Pajares, 1992) . Several researchers have noted the significant role of teachers’ educational beliefs and content knowledge in teacher education (e.g., professional development) and in teacher quality (Enochs, Smith, & Huinker, 2000; Haney & Lumpe, 1995; Hill, Umland, Litke,& Kapitula, 2012; Pajares, 1992; Pintrich, 1990; Wilkins, 2008) . Research has found a significant association between teachers’ beliefs and knowledge and teacher effectiveness. For example, previous findings indicate that teachers’ domain-specific knowledge for teaching have strong connections to their knowledge development, decision-making, planning, and instructional practices (Hill et al., 2012), which in turn, affects student outcomes (Rice, 2003) . In  \naddition, previous research has found that teachers’ beliefs about their ability to successfully perform teaching-related tasks (self-efficacy) influences the type of i","cbCaifqt1SlVJEVd","https://ap.wps.com/l/cbCaifqt1SlVJEVd","pdf",615075,25,"English","# Introduction\n## Teachers’ beliefs, knowledge, and instructional effectiveness\n## Gap in research on beliefs and MKT\n## Practical implications for urban education\n# Abstract","[{\"question\":\"What factors does the study examine regarding teacher influence?\",\"answer\":\"The study focuses on K-8 teachers’ professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) as predictors of students’ math achievement.\"},{\"question\":\"What method is used to analyze the relationships?\",\"answer\":\"The study uses hierarchical linear modeling (HLM) to estimate how teacher factors relate to students’ subsequent mathematics achievement.\"},{\"question\":\"Which findings are strongest for predicting students’ math achievement?\",\"answer\":\"Students’ prior mathematics achievement is the most determining factor, while teachers’ MKT and having a bachelor’s degree in mathematics show significant positive effects.\"}]","A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement - Article 4 | PDF",1792078112,63]