Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement

By H. Hill, Brian Rowan, Deborah Loewenberg Ball. 2005

3,184 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4272837bc0843202982574a1fdecc15cf0f2dfc1

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Citations in the corpus

How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home? (2009, background): “Borrowing from the teacher education and preservice education literature, it has been established that teacher background factors are relevant in accounting for quality of mathematics content in the classroom (Hart 2004) and children’s mathematics performance ( Hill et al. 2005 ).”
Happiness and Leisure Across Countries: Evidence from International Survey Data (2013, methodology): “…research has been widely employed in various fields such as education, health care and medicine, sociology, and geography (Paterson 1991; Hox and Kreft 1994; Jones and Duncan 1996; Langford et al. 1998; Hill et al. 2005; Larsen and Merlo 2005; Leyland and Goldstein 2001; Magnus et al. 2001).”
Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, background): “In general education, achievement gains of students have also been linked to the mathematical knowledge of their math teachers ( Hill, Rowan, & Ball, 2005 ).”
The COACTIV Model of Teachers’ Professional Competence (2013, methodology): “Hill et al. (2005) tested the validity of the IRT total score to predict elementary students’ learning gains (see Chap.”
Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics (2011, background): “( Hill, Rowan, & Ball, 2005 ) proposed that content knowledge could be subdivided into two categories: common content knowledge, or mathematics knowledge that is common to many disciplines, and specialized content knowledge or knowledge specific to teaching.”
An Experimental Evaluation of Four Elementary School Math Curricula (2010, background): “However, as Hiebert and Grouws (2007) explained, research has not identified which specific features of teaching are most effective at developing these student math skills.”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, result): “Although we were unable to draw on any previous research measuring the three dimensions of teacher knowledge at secondary level, the working group around Deborah Ball at the University of Michigan has done groundbreaking work at elementary level (Ball et al. 2003 ; Hill et al. 2005 ; see Chaps.”
Teachers’ Content Knowledge and Pedagogical Content Knowledge (2013, background): “…for PCK are consistent with the particularly low performance of Germany’s nonacademictrack students on the Third International Mathematics and Science Study and PISA assessments—assuming that teachers’ PCK is a crucial prerequisite for student learning (Baumert et al., 2010; Hill et al., 2005).”
Assistance of students with mathematical learning difficulties: how can research support practice? (2016, background): “Hill et al. (2005) attempted to identify a relationship between teachers’ mathematical content knowledge for teaching and students’ achievement gains.”
Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher Interview (2012, methodology): “Stronger teacher performance on the survey instrument has been found to predict growth in students' mathematics achievement ( Hill, Rowan, & Ball, 2005 ).”
“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning (2008, background): “Moreover, a great deal of research has shown how important it is for educators to possess sound knowledge of mathematics content and how it is learned and best taught ( Hill, Rowan, & Ball, 2005 ; Ma, 1999 ).”