Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

Autor/inn/en	Hill, Heather C.; Blunk, Merrie L.; Charalambous, Charalambos Y.; Lewis, Jennifer M.; Phelps, Geoffrey C.; Sleep, Laurie; Ball, Deborah Loewenberg
Titel	Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
Quelle	In: Cognition and Instruction, 26 (2008) 4, S.430-511 (82 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
Schlagwörter	Mathematics Instruction; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teacher Competencies; Case Studies; Correlation; Teacher Effectiveness; Mathematics Teachers; Teaching Methods; Teacher Attitudes; Teaching Skills + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrkunst; Case study; Fallstudie; Case Study; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	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. (Contains 5 tables, 9 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10