Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students

Autor/inn/en	Hill, Heather C.; Ball, Deborah Loewenberg; Schilling, Stephen G.
Titel	Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students
Quelle	In: Journal for Research in Mathematics Education, 39 (2008) 4, S.372-400 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Teacher Effectiveness; Pedagogical Content Knowledge; Mathematics Skills; Thinking Skills; Measures (Individuals); Multiple Choice Tests; Item Response Theory; Scaling; Validity; Professional Development; Mathematics Instruction; Factor Analysis; Interviews; Correlation; California + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Messdaten; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Item-Response-Theorie; Scale construction; Skalenkonstruktion; Gültigkeit; Mathematics lessons; Mathematikunterricht; Faktorenanalyse; Interviewing; Interviewtechnik; Korrelation; Kalifornien
Abstract	There is widespread agreement that effective teachers have unique knowledge of students' mathematical ideas and thinking. However, few scholars have focused on conceptualizing this domain, and even fewer have focused on measuring this knowledge. In this article, we describe an effort to conceptualize and develop measures of teachers' combined knowledge of content and students by writing, piloting, and analyzing results from multiple-choice items. (Contains 3 footnotes, 4 tables, and 2 figures.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10