The Curious — and Crucial — Case of Mathematical Knowledge for Teaching
By H. Hill, Deborah Loewenberg Ball. 2009
176 citations recorded by the source corpus.
Subfields: Computer Science Applications, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/3024d151d3c27e94d1f56e7fb889164bece83b98
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Ellen Lesage
- Laura M. O’Dwyer
- A. Assis
- Luke W. Miratrix
- Walter Fernando Castro Gordillo
- L. R. P. Fan
- Martin Valcke
- A. Desoete
In Statistics and Probability
- Ellen Lesage
- A. Assis
- Luke W. Miratrix
- Walter Fernando Castro Gordillo
- L. R. P. Fan
- Martin Valcke
- A. Desoete
- H. V. Steenbrugge
Citations in the corpus
- Differential effects of three professional development models on teacher knowledge and student achievement in elementary science (2012, background): “…higher-level questions, use accurate representations and explanations, encourage students to discuss the content and think about applications, and have ideas about and respond to the difficulties students may encounter (Carlsen, 1993; Druva & Anderson, 1983; Hashweh, 1987; Hill & Ball, 2009).”
- Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students. (2012, background): “The content from these courses could be situated in Hill and Ball’s (2009) Mathematical Knowledge of Teaching model as contributing to teachers’ common and specialized content knowledge.”
- Impact of Online Professional Development or Teacher Quality and Student Achievement in Fifth Grade Mathematics (2012, background): “Good teachers know both content and how to teach that content to their students (Hill & Ball, 2009).”
- Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “Literature describes this as a specialized way of knowing the domain, as a kind of knowledge unique for the teaching profession (Ball et al. 2008, Hill and Ball 2009, Hill et al. 2005).”
- Towards a methodology for the characterization of teachers´ Didactic-Mathematical knowledge (2015, background): “The teacher must forge links among numerical representation, pictorial representations and mathematical symbols (Hill & Ball, 2009).”