caa a22 4500 606187944 CHVBK 20210128100843.0 cr unu---uuuuu 210128e20151001xx s 000 0 eng 10.1007/s10857-015-9320-0 doi (NATIONALLICENCE)springer-10.1007/s10857-015-9320-0 Knowledge and motivation as mediators in mathematics teaching practice: the case of drawn models for fraction arithmetic [Elektronische Daten] [Erik Jacobson, Andrew Izsák] Past studies have suggested that in light of recent curriculum standards, many US teachers make limited use of drawn models in their mathematics instruction. To gain insight into this phenomenon, we investigated relationships between US teachers' opportunities to learnabout, knowledgeof, motivationfor, and instructional use of drawn models for representing multiplication and division of fractions. A national sample of 990 practicing middle-grade teachers was administered a three-part survey that contained a knowledge assessment; a professional history and teaching practices questionnaire that included questions about opportunities to learn to use drawn models; and a motivation questionnaire that measured teachers' value, anxiety, and self-concept of ability for using such models in instruction. In regression models without motivation, opportunity to learn significantly predicted the teachers' knowledge, frequency of use, and purpose for use of drawn models. In structural equation models that included motivation, knowledge and motivation substantially accounted for relationships between the teachers' opportunity to learn and their self-reported use of drawn models in instruction. These findings are consistent with the general hypothesis that teacher' opportunities to learn teaching practices indirectly affect their instructional practices. Teachers' knowledge and motivation also play a central role. Springer Science+Business Media Dordrecht, 2015 Teacher knowledge nationallicence Teacher motivation nationallicence Mathematical knowledge for teaching nationallicence Practicing teachers nationallicence Jacobson Erik Department of Curriculum and Instruction, Indiana University, 201N. Rose Ave, 47405, Bloomington, IN, USA aut Izsák Andrew Department of Mathematics and Science Education, University of Georgia, 110 Carlton Street, 30602, Athens, GA, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/5(2015-10-01), 467-488 1386-4416 18:5<467 2015 18 10857 https://doi.org/10.1007/s10857-015-9320-0 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-015-9320-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Jacobson Erik Department of Curriculum and Instruction, Indiana University, 201N. Rose Ave, 47405, Bloomington, IN, USA aut NATIONALLICENCE 700 1- Izsák Andrew Department of Mathematics and Science Education, University of Georgia, 110 Carlton Street, 30602, Athens, GA, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/5(2015-10-01), 467-488 1386-4416 18:5<467 2015 18 10857