Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics.

By Deborah Loewenberg Ball, H. Bass, J. In, Ct Westport. 2000

959 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4ce4ebf671e1a2d13606bee35442c9b64d148afd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Preparing Teachers to Learn from Teaching (2007, background): “Shulman (1986) captured much of this kind of competence as “pedagogical content knowledge,” and others have extended and refined these ideas, especially in mathematics (Ball, 1999; Ball & Bass, 2000; Ma, 1999; Sherin, 2002).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “However, such an emotional support alone might not be enough to help them develop specific contents and practices of teaching (Ball & Bass, 2001) useful for particular classrooms contexts (Putnam & Borko, 2000).”
Teacher Evaluation Policy and Conflicting Theories of Motivation (2014, background): “However, efficacy assessments depend on teachers’ specific assignments (Ball & Bass, 2000); the same teacher will not feel equally competent to teach ninth-grade history and first grade.”
Proof constructions and evaluations (2009, methodology): “Our goal in this design experiment was to develop, implement, and analyze the effectiveness of the instructional sequences to promote prospective teachers’ mathematical knowledge for teaching (see, e.g., Ball & Bass, 2000; Hill et al., 2005) with particular attention to their understanding of proof.”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Weak subject matter knowledge can also limit teachers’ ability to deal with students’ ideas (Ball & Bass, 2000; Carlsen, 1992; Smith & Neale, 1989).”
The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms (2013, methodology): “…in measuring teacher knowledge has been carried out in the field of mathematics by a research group led by Deborah Ball and Heather Hill, who created a sophisticated tool for measuring SMK for elementary level mathematics and then used this instrument in a larger study (Ball & Bass, 2000, 2003).”