Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?

By Deborah Loewenberg Ball, H. Hill, H. Bass. 2005

1,040 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1f80d103e387aeaa3513078745c41027b0f0f2a2

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Citations in the corpus

Survey on the State of the Art (2016, background): “Ball et al. (2005, 2009) and Hill et al. (2008) have developed a theoretical framework and empirical measures to assess professional content knowledge that mathematics teachers need in order to teach effectively.”
Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning (2014, background): “These topics are much more common than detailed discussions of particular mathematics problems—whether it is how they might be solved or how their students might solve them—which seem to be the most likely way for teachers to develop their MKT (Ball & Bass, 2002; Ball et al., 2005; Ball, Thames, & P”
Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching (2010, background): “As students perform authentic problem-solving tasks, teachers need to observe and listen and adjust both content and methods to what they observe in those performances to enable diverse learners to succeed in doing high-quality academic work (Smith, Lee, & Newmann, 2001; Wood, Scott Nelson, & Warfie”
The COACTIV Model of Teachers’ Professional Competence (2013, background): “The research group surrounding Ball, Bass, Hill, and Rowan at the University of Michigan has developed a theoretical framework and empirical measures to assess the professional competence of elementary school mathematics teachers (Ball 2003; Ball et al. 2005; Hill et al. 2004).”
Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions (2009, background): “Clearly, the findings from these studies have serious implications for the education of preservice teachers (Ball et al., 2005).”
Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork (2008, background): “That some participants with weak TEB also talked about their poor mathematics background (e.g., Dana) suggests that it might be productive to examine the interaction between TEB and teachers’ mathematical knowledge for teaching (cf., Ball et al. 2005 ).”
Content Knowledge for Teaching (2008, unknown): “Many of our ideas in this area draw from the literature on student thinking: for example, van Hiele’s studies of levels of the development in representing two-dimensional figures (Burger & Shaughnessy, 1986; Crowley, 1987), CGI researchers’ documentation of common misinterpretations of the equal sig”
Increasing the Self-Efficacy of Inservice Teachers through Content Knowledge. (2009, background): “The work of Ball, Hill, and Bass (2005) and Hill and Ball (2004) also tentatively demonstrate that math teachers need specialized knowledge that goes beyond the common knowledge held by most adults.”
Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008, background): “One debate concerns whether the established literature on student learning should be the only basis for items.”
Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study* (2010, methodology): “Rather than viewing MKT as singular and unified, Ball et al. (2005, 2008) propose that it consists of at least four main domains: common content knowledge, specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.”
Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks (2007, background): “Components of teacher knowledge Research in mathematics education has shown that deep and connected teacher knowledge of content is a necessary condition for teaching that develops mathematical connections in students’ minds (e.g., Ball et al. 2005 ).”
Motivation and learning in an online, unmoderated, mathematics workshop for teachers (2011, background): “Findings from TPD with teachers and studies of mathematics learning indicate that other variables potentially affecting workshop participation include gender, years teaching (Feiman-Nemser and Featherston 1992), preparation in mathematics (e.g., Ball et al. 2005 ), and anxiety about mathematics (Sw”