Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement

Autor/inn/en	Hill, Heather C.; Rowan, Brian; Ball, Deborah Loewenberg
Titel	Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement
Quelle	In: American Educational Research Journal, 42 (2005) 2, S.371-406 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Student Characteristics; Teacher Characteristics; Pedagogical Content Knowledge; Predictor Variables; Poverty; Grade 3; Mathematics Instruction; Achievement Gains; Mathematics Achievement; Mathematics Teachers; Grade 1; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Prädiktor; Armut; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This study explored whether and how teachers' mathematical knowledge for teaching contributes to gains in students' mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders' mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers' mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates. This result, while consonant with findings from the educational production function literature, was obtained via a measure focusing on the specialized mathematical knowledge and skills used in teaching mathematics. This finding provides support for policy initiatives designed to improve students' mathematics achievement by improving teachers' mathematical knowledge. (Contains 8 footnotes, 7 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10