The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement

By Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, T. Frank, Matthew J. Griffin, Youyoung Choi. 2014

185 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/626f0874dc8d16fc0bfcaded95a328c411cc59ac

How researchers see this paper

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

In Education

1. Charalambos Y. Charalambous
2. Matthew J. Griffin
3. Patricia F. Campbell
4. H. Hill
5. Y. Copur-Gencturk
6. M. Carlson
7. Meixia Ding

In Experimental and Cognitive Psychology

1. Charalambos Y. Charalambous

In Statistics and Probability

1. Charalambos Y. Charalambous
2. H. Hill
3. M. Carlson
4. Meixia Ding

Citations in the corpus

• Reflections on the promise and complexity of mathematics coaching (2017, background): “This is because even though teacher knowledge and the quality of delivered instruction critically influence student achievement (Campbell et al., 2014; Rivkin, Hanushek, & Kain, 2005), the potential for students’ mathematics achievement in any one year is affected by mathematics learning and…”
• Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: a multiple-case study (2015, methodology): “In line with quantitative studies that explored the joint effect of knowledge and beliefs on teacher performance (Campbell et al. 2014; Wilkins 2008), this multiple-case study also Working at the intersection of teacher knowledge, teacher.”