Content Knowledge for Teaching

By Deborah Loewenberg Ball, M. Thames, Geoffrey Phelps. 2008

4,172 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/59f5bbc99d2a98bf1f75bc60e6ccd1873690f6f2

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Citations in the corpus

Pedagogical content beliefs: global, content domain-related and situation-specific components (2012, background): “by Mason, 1998), it provides a basic framework for structuring aspects of teachers’ professional knowledge ( Ball, Thames, & Phelps, 2008 ).”
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018, methodology): “We find the inconsistency in predictive power to be somewhat surprising, given the central place of KOSM in most theories of teacher knowledge (Ball et al., 2008; Shulman, 1986), the presumed stability of KOSM as a type of teacher knowledge, and the similarity of our efforts to others in this area (”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “MKT also includes ‘perspective, habits of mind, and appreciation that matters for effective teaching of the discipline’ (Ball et al. 2008: 399).”
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2012, methodology): “knowledge such as those by Shulman (1986, 1987) and Ball et al. (e.g. 2008). Shulman (1987) wrote of his set of seven categories as a “‘blueprint’ for the knowledge base of teaching” which “has many cells or categories with only the most rudimentary placeholders, much like the chemist’s periodic tab”
Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities (2012, background): “Although researchers (e.g., Ball & Bass, 2000; Ball et al., 2008; Shulman, 1986) have consistently attended to representations when conceptualizing knowledge that teachers need for their practice, the present study helps to unpack fine-grained knowledge that teachers need if they are to use drawn mo”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, methodology): “Specialized content knowledge refers to the mathematical knowledge and skill unique to teaching: it is a kind of knowledge ‘not necessarily needed for purposes other than teaching’ (Ball et al. 2008, p. 400).”