
06002955
j
2012a.00135
Hill, Heather C.
Blunk, Merrie L.
Charalambous, Charalambos Y.
Lewis, Jennifer M.
Phelps, Geoffrey C.
Sleep, Laurie
Ball, Deborah Loewenberg
Mathematical knowledge for teaching and the mathematical quality of instruction: an exploratory study.
Cogn. Instr. 26, No. 4, 430511 (2008).
2008
Taylor \& Francis (Routledge), Philadelphia, PA
EN
B50
C70
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
doi:10.1080/07370000802177235
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.