\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2012a.00135}
\itemau{Hill, Heather C.; Blunk, Merrie L.; Charalambous, Charalambos Y.; Lewis, Jennifer M.; Phelps, Geoffrey C.; Sleep, Laurie; Ball, Deborah Loewenberg}
\itemti{Mathematical knowledge for teaching and the mathematical quality of instruction: an exploratory study.}
\itemso{Cogn. Instr. 26, No. 4, 430-511 (2008).}
\itemab
Summary: This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative data to detail how MKT is associated with the mathematical quality of instruction. Although there is a significant, strong, and positive association between levels of MKT and the mathematical quality of instruction, we also find that there are a number of important factors that mediate this relationship, either supporting or hindering teachers' use of knowledge in practice.
\itemrv{~}
\itemcc{B50 C70}
\itemut{mathematics instruction; knowledge base for teaching; pedagogical content knowledge; teacher competencies; case studies; correlation; teacher effectiveness; mathematics teachers; teaching methods; teacher attitudes; teaching skills; research; subject content knowledge}
\itemli{doi:10.1080/07370000802177235}
\end